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Can defaults change behavior when post-intervention effort is required? Evidence from education

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  • Behlen, Lars
  • Himmler, Oliver
  • Jaeckle, Robert

Abstract

Little is known about the effectiveness of defaults whenmoving the target outcome requires substantial post-intervention effort. In two field experiments, we change the university exam sign-up procedure to “opt-out” for a single exam (Exp1), and for many exams (Exp2). Both interventions increase sign-up at the beginning of the semester. Downstream, at the end of the semester, opt-out increases exam participation for a single but not for many exams. For the single exam, effects on passing are heterogeneous: students responsive to unrelated university requests convert increased sign-ups into passed exams. For non-responsive students, increased sign-ups result in failed exams due to no-shows. Defaults can thus be effective but need to be carefully targeted.

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  • Behlen, Lars & Himmler, Oliver & Jaeckle, Robert, 2022. "Can defaults change behavior when post-intervention effort is required? Evidence from education," MPRA Paper 112962, University Library of Munich, Germany.
    • Handle: RePEc:pra:mprapa:112962
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    File URL: https://mpra.ub.uni-muenchen.de/113398/9/MPRA_paper_113398.pdf
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    Cited by:

    1. Raphael Brade & Oliver Himmler & Robert Jaeckle, 2023. "Relative Performance Feedback and Long-Term Tasks – Experimental Evidence from Higher Education," CESifo Working Paper Series 10346, CESifo.

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    More about this item

    Keywords

    Default; Randomized Field Experiment; Higher Education;
    All these keywords.

    JEL classification:

    • C93 - Mathematical and Quantitative Methods - - Design of Experiments - - - Field Experiments
    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions

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