Study More Tomorrow
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| Title: | Study More Tomorrow |
|---|---|
| Language: | English |
| Authors: | Todd Pugatch (ORCID |
| Source: | Educational Evaluation and Policy Analysis. 2025 47(2):604-615. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Students, Tutoring, Grades (Scholastic), Performance Contracts, Study Habits, Incentives, Economics Education, Introductory Courses, Attendance, Program Effectiveness |
| Geographic Terms: | Oregon |
| DOI: | 10.3102/01623737231218730 |
| ISSN: | 0162-3737 1935-1062 |
| Abstract: | We design a commitment device for college students, "Study More Tomorrow," conduct a randomized controlled trial testing a model of its takeup, and measure its effect on tutoring attendance and grades. The device commits students to attend tutoring if their midterm grade falls below a prespecified threshold. Unlike other commitment devices tested in the education literature, the contract carries a financial cost for noncompliance. Students value the contract, with 10% takeup among those randomly assigned a contract offer. Takeup is not higher among students randomly assigned to a lower contract price, however. The contract does not robustly affect tutoring attendance or student course grades. Our results show that college students are willing to pay for study commitment devices. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1471486 |
| Database: | ERIC |
| Abstract: | We design a commitment device for college students, "Study More Tomorrow," conduct a randomized controlled trial testing a model of its takeup, and measure its effect on tutoring attendance and grades. The device commits students to attend tutoring if their midterm grade falls below a prespecified threshold. Unlike other commitment devices tested in the education literature, the contract carries a financial cost for noncompliance. Students value the contract, with 10% takeup among those randomly assigned a contract offer. Takeup is not higher among students randomly assigned to a lower contract price, however. The contract does not robustly affect tutoring attendance or student course grades. Our results show that college students are willing to pay for study commitment devices. |
|---|---|
| ISSN: | 0162-3737 1935-1062 |
| DOI: | 10.3102/01623737231218730 |
