Original source
Ever Failed, Try Again, Succeed Better: Results from a Randomized Educational Intervention on Grit (2016)
working paper
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Used in these cards
Childhood Non-Cognitive Skill Malleability
"Our results provide an affirmative answer to the question of whether non-cognitive skills are malleable, and highlight a particular low-cost alternative that can be implemented to foster these skills in the natural environment of the classroom."
Classroom Grit Curriculum
"Treated students score 0.28 standard deviations higher in a standardized math test, and 0.13 standard deviations higher in a standardized Turkish test at follow-up."
Confidence-Independent Grit Enhancement
"However, we do not estimate any significant treatment effect on confidence scores (column 3), which suggests that a boost in self-confidence is unlikely to be the mechanism through which the estimated results were obtained."
Cross-Sample Intervention Replicability
"We find that the estimated treatment effects are remarkably similar across the two independent samples in which we randomize the educational intervention. The replicability of our results is encouraging and clears the path for a potential scale-up."
Effort-Focused Teacher Feedback
"Teachers were also encouraged not to praise a successful student in a way which would imply that the student possesses superior intelligence (in the innate sense of the word), but were rather advised to highlight the role of effort in the student's success."
Exogenous Failure Assignment
"This procedure allows us to have a random subset of children where the effects of 1st round feedback on 2nd round task choices can be analyzed free of selection."
Incentivized Real-Effort Grit Elicitation
"The incentivized real effort task is designed to elicit a number of characteristics of grit; challenge seeking, perseverance through setbacks, goal setting and the propensity to engage in effortful behavior to accumulate skill."
Intertemporal Goal Commitment
Skill Accumulation Investment
"When given time (exactly one week) to acquire the skill needed to succeed in the difficult task, treated students are not only significantly more likely to set for themselves the goal of succeeding in the difficult task, but they are also significantly more likely to achieve this goal."
Multi-Trait Intervention Decoupling
"While we can evaluate the independent impact of the patience treatment on our outcome measures (and indeed show that the patience treatment by itself does not produce gritty behavior), we are not able to isolate or rule out potential complementarities... The second study... resolves this issue."
Extracurricular Non-Crowding Delivery
"In the absence of any projects, students use the free hours as unstructured playtime, so these projects do not crowd-out any core teaching."
Payoff-Maximizing Task Selection
"In Sample B, students are more likely to choose the payoff-maximizing task in both visits. In particular, treated students are 14 percentage points more likely to make the payoff-maximizing choice in visit 1, and 10 percentage points more likely to make the payoff-maximizing choice in visit 2."
Perceived Marginal Product of Effort
"Estimated treatment effects on beliefs and behaviors suggest that the treatment might have affected students' beliefs about the productivity of effort in the skill accumulation process, thereby leading to more ambitious goal-setting, a higher propensity to engage in skill accumulating activities, and consequently to higher success."