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首页> 外文期刊>Journal of socio-economics >The power of (no) recognition: Experimental evidence from the university classroom
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The power of (no) recognition: Experimental evidence from the university classroom

机译：（不）认可的力量：大学课堂的实验证据

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We study the effect of unannounced recognition on performance with a field experiment involving first-year Dutch university students attending tutorials as part of a compulsory course. Our treatment, given in randomly selected tutorial groups, was to publicly recognize students who scored within the top 30% of their respective group on the first of the two midterm exams. The overall treatment effect on the second midterm grade is 0.03s ( s = grade standard deviation) for the recipients of recognition, and 0.15s for the non-recipients, both statistically insignificant. The effect for the non-recipients increases with class attendance (itself unaffected by our treatment) and proximity to the cutoff grade for recognition, reaching a significant 0.55s for the 23% of the non-recipients who attended at least 12 out of 13 classes and were within the first quartile of the distance to cutoff. We argue that conformity to performance norm is among the forces shaping the effects we observe. (C) 2016 Elsevier Inc. All rights reserved.
机译：我们通过一项现场实验研究了突击承认对成绩的影响，该实验涉及一年级荷兰大学生参加作为必修课程的一部分的教程。我们在随机选择的辅导小组中给予的待遇是，公开承认在两次中期考试中的第一项中得分均在各自小组的前30％之内的学生。对第二个中期成绩的总体治疗效果，对于认可的接受者为0.03s（s =等级标准差），对于非接受者为0.15s，两者在统计学上均不显着。非受训者的影响会随着上课人数（自身不受我们的治疗的影响）和接近临界等级而增加，对于参加13个班级中至少12个班级的23％的非受训者而言，达到显着0.55s并且位于截止距离的第一个四分位数之内。我们认为，遵循绩效规范是塑造我们观察到的效果的力量之一。 （C）2016 Elsevier Inc.保留所有权利。

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