The Effect of Gender on Study Effort: Nudges Versus Market Incentives

Abstract

In an educational field experiment, I study the role of peers’ study habits (a social norm nudge) and for-credit assignments (a market incentive) on student study effort and learning outcomes. I randomize students in a large-enrollment introductory economics course into one of four treatments: for-credit practice problems only, information about successful peers’ study habits only, for-credit practice problems paired with peer information, and control. The 2x2 experimental design allows me to assess whether peer information and for-credit incentives act as complements or substitutes. I find that for-credit alone works significantly better than peer information alone to improve study effort. Interestingly, peer information works better for men than women. The interaction of the study incentives works best to improve study effort for women. The findings of this study inform micro-targeted educational choice architecture which could help narrow gender performance disparities in economics courses. JEL Classification: C93, I24, J16, D84, A22