Hard Cash and Soft Skills: Experimental Evidence on Combining Scholarships and Mentoring in Argentina

Autor/inn/en	Ganimian, Alejandro; Barrera-Osorio, Felipe; Biehl, María Loreto; Cortelezzi, María Ángela
Titel	Hard Cash and Soft Skills: Experimental Evidence on Combining Scholarships and Mentoring in Argentina
Quelle	In: Journal of Research on Educational Effectiveness, 13 (2020) 2, S.380-400 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2019.1711271
Schlagwörter	Mentors; Scholarships; Program Evaluation; Grade 6; Foreign Countries; Secondary School Students; Study Habits; Self Concept; Academic Ability; Learning Strategies; Student Attitudes; Metacognition; Grades (Scholastic); Attendance; Academic Persistence; Personality Traits; Females; Gender Differences; Low Income Groups; Intervention; Family Characteristics; Program Effectiveness; Argentina (Buenos Aires) + Suchen Sie Ihr Suchwort? Scholarship; Stipendium; Programme evaluation; Programmevaluation; School year 06; 6. Schuljahr; Schuljahr 06; Ausland; Sekundarschüler; Study behavior; Study behaviour; Studienverhalten; Selbstkonzept; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schülerverhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Notenspiegel; Anwesenheit; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Weibliches Geschlecht; Geschlechterkonflikt
Abstract	We evaluate a long-standing program run by one of the largest education foundations in Argentina that offers scholarships and nonacademic mentoring to secondary school students. We randomly assigned 408 grade 6 students within 10 public schools in the Province of Buenos Aires to either receive the program throughout secondary school or not to receive it. After three years, the program improved students' academic behaviors (e.g., studying before an exam or catching up on missed work), but we find little evidence that these changes translated into broader improvements in students' academic mindsets (e.g., self-beliefs about performance and efficacy), perseverance (e.g., grit), or learning strategies (e.g., metacognition). The program also improved students' performance in school during the first year (e.g., grades, attendance, and passing rates), but we do not find similar gains in subsequent years. This may be due to a large share of treatment students being expelled from the program for not meeting its requirements. The program did not improve student learning or personality traits (e.g., conscientiousness). Finally, we find some heterogeneous effects for female students and students from low-income families. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01