Economics Education Seminar

Speaker: Jana Sadeh (University of Southampton)

Title: Nudging Procrastination Away: The use of simplification and reminders in a dissertation project

Format: Hybrid (2F4, Priory Road Complex; Zoom)

Homepage: https://jana.sadeh.co.uk/

Abstract: While literature has established the detrimental effect that procrastination has on student performance, there is relatively sparse research on potential behavioural interventions to counter it. We apply a combined experimental and randomised control trial approach. We measure time and risk preferences for a cohort of students in an online experiment and then follow this with a nudge for the Treatment Group that combines the fragmentation of a large task into smaller chunks with a weekly reminder of the tasks to work on. We find that the intention to treat has no significant impact on either grades or submission time. However, the nudged students were significantly more likely to interact with the task list. These students, who consumed the treatment, received significantly higher grades and submitted earlier than those who did not. In general we also find that students that engaged with the task list perform better than those who did not. In addition, the more tasks are completed the higher the grade received. If we look at subgroup effects we find that students who are risk averse tend to submit earlier, although they do not necessarily receive higher grades, and that treating this group leads to significantly earlier submission. Finally, the self-reported and experimental measures of procrastination are poor predictors of actual behaviour, while a direct measure of procrastination on a low stakes online test is significantly related to lower grades. These findings suggest that the task breakdown checklist can be a helpful tool for long term assessment but that weekly reminders on their own are insufficient. Combining the two increases the use of the tool and improves student outcomes. This has important implications for higher education where students are expected to carry out a greater degree of independent work. It suggests that providing bench marking forward-feedback can support self-led projects and improve student outcomes, but only if students decide to engage.

Organisers: Mike and Anastasia

For more information, please contact the organisers.