Quasi-experimental Field Study Research Articles

A behaviorally informed financial education program for the financially vulnerable: Design and effectiveness.

Financially vulnerable consumers are often associated with suboptimal financial behaviors. Evaluated financial education programs so far show difficulties to effectively reach this target population. In our attempt to solve this problem, we built a behaviorally informed financial education program incorporating insights from both motivational and behavioral change theories. In a quasi-experimental field study among Dutch financially vulnerable people, we compared this program with both a control group and a traditional program group. In comparison with the control group, we found robust positive effects of the behaviorally informed program on financial skills and knowledge and self-reported financial behavior, but not on other outcomes. Additionally, we did not find evidence that the behaviorally informed program performed better than the traditional program. Finally, we discuss the findings and limitations of this study in light of the financial education literature and provide implications for policymaking and directions for future research.

Influence of course content on preschool teacher candidates’ classroom management strategies, professional beliefs and emotion regulation skills

It is strongly needed to enhance teacher training programs via extensive course content more specifically to improve classroom management skills of teacher candidates. In the current study, we aimed to evaluate effectiveness of an elective course grounded on various strategies and vital aspects of preventive interventions about classroom management competencies, professional beliefs, and emotion regulation skills of preschool teacher candidates. The research is a quasi-experimental field study with pretest–posttest, intervention-comparison groups design including combination of qualitative and quantitative datasets. The participant group consisted of 76 females and 4 males registered in a 4-year university degree preschool teacher training program. The intervention group received training including key aspects of social and emotional intervention programs widely used in preschool settings while the comparison group received training covering inclusive education principles and relevant practices. Findings showed a significant increase in proactive approaches and positive behavioral support rates in the intervention group, while the frequency of reactive approaches was lower than the comparison group. Contrary to expectations, we could not find any influence of the content on emotion regulation skills and teaching beliefs of the intervention group. Results show clear influence of elective course content on improved skills of preschool teacher candidates about classroom management approaches.

Improving Early Optics Instruction Using a Phenomenological Approach: A Field Study

Previous research has shown that phenomenological approaches in early optics education might be superior to traditional model-based instruction based on the light ray realm with regards to fostering students’ conceptual understanding of basic optics topics. However, it remains open to date which learning difficulties students encounter when being introduced to optics following a phenomenological approach—in particular, in comparison to the learning difficulties that are widespread among students introduced to optics via traditional model-based instruction. With this article, we contribute to closing this gap: We report the results of a quasi-experimental field study with N=189 secondary school students. We used ten items adapted from the literature in a pre-posttest design for an in-depth exploration of the conceptions of introductory optics topics acquired by N=89 students introduced to optics following a phenomenological teaching-learning sequence and compare these students’ conceptions to the ones acquired by N=100 peers who participated in traditional model-based instruction covering the same content topics. The results of this study substantiate earlier findings according to which phenomenological teaching might be a fruitful endeavour for early optics education, in particular, when it comes to teaching and learning about image formation by converging lenses.

A multi-tier approach to supply chain collaboration: implications of shopper solutions

PurposeThe authors explored the impact of a popular supply chain collaboration initiative – the shopper solution – on both retailers and manufacturers, as well as on the shopper.Design/methodology/approachThe authors conducted a quasi-experimental field study, an experimental online study and an experimental behavioral lab study.FindingsOverall, results revealed that shopper solutions increase the quantity and breadth of displayed products sold, along with sales totals. Shoppers also expressed higher willingness-to-pay (WTP) for products displayed in solutions. Shoppers positively (negatively) attributed the presence (absence) of solutions more strongly to retailers than to manufacturers due to perceived differences in manufacturers' concern for shoppers. Specifically, shoppers expressed higher (lower) word-of-mouth (WOM) and loyalty intentions toward retailers than manufacturers when solutions were (not) provided.Originality/valueThe authors provide a more holistic view of supply chain collaboration by showing how different chain members (retailers vs manufacturers) can experience disparate benefits from collaboration. The authors explain this within the context of shopper solutions by demonstrating that differences in perceived concern for shoppers underlies these effects. Thus, findings suggest that shopper marketing initiatives, such as solutions, are not always “win-win-win” outcomes for retailers, manufacturers and shoppers as intended. Overall, this is the first research to assess the implications of shopper solutions for retailers, manufacturers and shoppers, alike.

Do employees hold the key to environmental sustainability in tourism businesses? Empirical evidence from a field study

The tourism industry must reduce the negative impacts of its operations on the environment to secure its own prosperity into the future and to contribute to humanity’s collective aim of more sustainable production and consumption. An increasing number of studies in sustainable tourism have attempted to develop and test in the field the effectiveness of behavioural change interventions aimed at enticing tourism stakeholders in behaving more sustainably. These efforts have focused primarily on tourists. Employees have been largely neglected as potential agents of change, despite the substantial environmental consequences of their behaviours. This article pioneers this area of investigation. In a quasi-experimental field study conducted during regular operations of two hotels in Europe, we demonstrate that an equity-theory based behavioural intervention can successfully reduce the number of single-use shampoos dispensed by hotel cleaning staff during daily routine room cleans. Results are of immediate value to managers of tourism businesses – especially those of small and medium sized accommodation providers who do not have the financial means to make major infrastructure changes – by equipping them with a practical measure they can easily deploy to reduce the negative impact on the environment of their operations while also reducing their operating cost.

The World through My Eyes: Fostering Students’ Understanding of Basic Optics Concepts Related to Vision and Image Formation

Prior research has shown that many secondary school students have a insufficient conceptual understanding of basic optics concepts even after formal instruction. In this paper, we empirically investigate whether a phenomenological approach might be a sensible alternative to traditional model-based instruction of introductory optics in early physics education. We report the results of a quasi-experimental field study to examine the effect of a phenomenological approach following the Erlangen teaching–learning sequence of introductory optics on N=42 eight graders’ acquisition of conceptual understanding related to (1) the process of vision, (2) refraction, and (3) image formation by converging lenses. We contrast the learning outcomes with those of N=55 control group students who participated in traditional model-based instruction. The results of this study indicate that the phenomenological approach is superior to traditional (model-based) instruction in promoting students’ conceptual understanding of basic optics concepts, in particular with regard to circumventing widespread learning difficulties related to image formation. Our results are further substantiated by a comparison of students’ situational interest in optics between both groups. This adds further arguments in favor of the use of phenomenological approaches when it comes to teaching basic optics concepts in classroom practice.

Effects of a BCI-Based AR Inquiring Tool on Primary Students’ Science Learning: A Quasi-Experimental Field Study

Effects of a BCI-Based AR Inquiring Tool on Primary Students’ Science Learning: A Quasi-Experimental Field Study

Search committee diversity and applicant pool representation of women and underrepresented minorities: A quasi-experimental field study.

The diversification of applicant pools constitutes an important step for broadening the participation of women and underrepresented minorities (URMs) in the workforce. The current study focuses on recruiting diverse applicant pools in an academic setting. We test strategies grounded in homophily theory to attract a diverse set of applicants for open faculty positions. Analysis of recruitment data (13,750 job applications) showed that women search committee chairs and greater percentages of women on search committees related to more women applicants and that URMs search chairs and a greater percentage of URM members on search committees related to more URM applicants, resulting in 23% more women applicant pools with a woman chair and over 100% more URM applicants for a URM chair. Furthermore, women and URMs actively engage in ways to reach out to a more diverse set of applicants, whereas men and non-URMs' behavior maintains the status quo. We discuss the implications and advancement of homophily theory that can ultimately increase the representation of women and URM in the workforce. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Development and didactic analysis of smartphone-based experimental exercises for the smart physics lab

Smartphone-based experimental exercises were incorporated as part of the homework problems in an introductory mechanics course at a university. A quasi-experimental field study with two cohorts design was performed to measure the impact of such exercises on motivation, interest and conceptual understanding. The empirical results on learning achievement show a significant positive influence of the smartphone-based experimental exercise for the dynamics of rigid bodies topic with a medium effect size of d = 0.42. For the analysis of rotational motion topic, a positive learning achievement for both groups was evidenced, but the effect size of the smartphone-based exercise was rather small at d = 0.20 . The intrinsic and germane cognitive loads turned out to be similar at an intermediate level for both groups. However, the extrinsic cognitive load for the intervention group decreased significantly, which might be the reason why more complex experimental exercises foster conceptual understanding.

The more the better? Comparing two SQD-based learning designs in a teacher training on augmented and virtual reality

The purpose of this study was to investigate whether a learning design based entirely on the micro level strategies of the Synthesis of Qualitative Data (SQD) model is better suited to promote teachers augmented and virtual reality-related Will, Skill, and Tool (WST) compared to a learning design based less on the SQD model. To this end, we first developed two learning designs that were randomly distributed across two teacher professional development courses. In one course (n = 23), teachers learned according to our developed and fully SQD-based Tell–Show–Enact–Do (TSED) learning design; in the other course, teachers (n = 22) followed a Tell–Show–Enact (TSE) learning design that was less SQD-based. The results of the quasi-experimental field study show that the developed fully SQD-based TSED learning design is better able to promote the elements WST in teachers regarding the integration of augmented and virtual reality in the classroom. The results of the study have implications for theory and practice. For example, the developed TSED learning design can serve as a blueprint for other teacher educators, and the empirical findings support the micro level strategies recommended in the SQD model. Additional findings are discussed.

Enhancing employee creativity: Effects of choice, rewards and personality.

We conducted a quasi-experimental field study of an organization-wide suggestion program and a follow-up laboratory experiment to examine the effects of choice of rewards on employee creativity. As hypothesized, the results of both studies showed that choice had positive, significant effects on the number of creative ideas employees generated and the creativity level of those ideas. Results of the quasi-experiment also showed that creative self-efficacy (CSE) mediated the effects of reward choice. Two general categories of rewards were examined in our studies-those that directly benefited the idea generator (Self) and those that directly benefited charities (Other). We explored the effects of these reward categories on employee creativity and whether employee creative personality interacted with the reward categories to affect employee creativity. Results showed that the reward categories did not have a significant impact on employee creativity. However, both studies demonstrated that in the Other reward condition, employees with a creative personality produced ideas higher in creativity than those with a less creative personality. The quasi-experiment also showed that CSE mediated the effects of the Reward × Creative Personality interaction. We discussed the implications of these results for the future research and practice. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Building resilience resources during organizational change: A longitudinal quasi-experimental field study.

Building resilience resources during organizational change: A longitudinal quasi-experimental field study.

To What Extent Can Community-based Playgroup Programmes Targeting Low-income Children Improve Learning Outcomes Prior to Entering the Reception Year in South Africa? A Quasi-experimental Field Study

ABSTRACT Research Findings: Community-based playgroups in low-and-middle-income countries increase access to early learning at lower cost than centers. However, evidence of effectiveness is limited. The effects of one, two, or three playgroup sessions per week on children’s performance on the Early Learning Outcome Measure (ELOM) (n = 112; baseline M = 55.32 months) were investigated using a quasi-experimental design. Data on children’s home learning environments was obtained from primary caregivers, and program staff provided information on playgroup characteristics. Multilevel modeling demonstrated significant differences between programs in ELOM score improvement over eight months participation (F = 6.48; p = .01); Fisher LSD Post Hoc pairwise comparisons indicated that three session playgroups produced significantly greater gains than two and one session models (p < .01). ELOM Total scores at baseline, and the quality of children’s interactions with adults and peers, predicted growth in ELOM Total scores by endline. Baseline age, height-for-age, child-practitioner ratio, and caregiver time for activities with their children, predicted growth in certain ELOM domains at endline. Practice or Policy: Until provision of quality center-based provision is realized, our findings indicate that well-designed community-based playgroups of sufficient dose, have the potential to improve learning outcomes and school readiness in children from poor households.

The impact of manager recognition training on performance: a quasi-experimental field study

PurposeEmployee recognition programs are ubiquitous, and recognition is a multibillion-dollar industry. Yet, very little research has tested the utility of recognition-based interventions. The purpose of this paper was to examine the impact of managerial training for employee recognition on the occurrence of recognition and unit-level performance.Design/methodology/approachThe design was a quasi-experimental field study of branches within a financial services company. Differences between a recognition training group and a no-training control group were examined using objective unit-level performance and recognition data before and after the training intervention.FindingsResults indicated that the training program led to more recognition and improved unit performance compared to control.Research limitations/implicationsThe sample size was small, but the research demonstrates that managerial recognition training is effective.Practical implicationsThis research establishes the effectiveness of recognition training and describes its effects on important business outcomes, supporting the notion that recognition programs may be a worthwhile investment for organizations.Originality/valueThis study is one of the first to demonstrate the benefit of training managers on effective recognition practices on recognition behavior and unit performance.

Unhealthy food preferences: A psychological consequence of poverty?

AbstractDrawing on the literature on the psychological consequences of poverty, this paper examines whether stress explains poor people's stronger preferences for unhealthy food and whether self‐affirmation mitigates stress and reduces unhealthy food preferences. Through a quasiexperimental field study of patrons of a community kitchen, we show that poor people (vs. controls) prefer more unhealthy food and, more importantly, that chronic stress mediates the relationship between poverty and unhealthy food preferences. A second quasiexperimental study of poor residents of a home for homeless people replicates this effect for actual unhealthy food choices. A final online study reveals that a social‐psychological self‐affirmation intervention mitigates poor people's experienced stress, which in turn helps reduce unhealthy food preferences. The discussion focuses on how managing stress through timely interventions such as self‐affirmation can improve poor people's unhealthy food preferences. Finally, policy implications are discussed.

A peer mentoring social learning perspective of cross-cultural adjustment: The rapid-acculturation mateship program

One of the persisting challenges facing societies and organizations is to socially integrate sojourners, expatriates, including migrants into the host culture whilst leveraging reciprocal cross-cultural learning experiences. In a quasi-experimental field study, using an embedded unequal design, incoming international students’ (i-Students’) adjustment processes were investigated via a comprehensive 18/19-week peer mentoring social learning cross-cultural adjustment program. Forty-three local mentors were paired with 126 i-Student mentees, and 238 i-Students served as a control group. Quantitative and complementary qualitative data were collected from mentees, mentors, and controls at three time-points. Results showed effects in intercultural communication, cultural adjustment, life skills, and well-being domains. Mentors’ 360-degree synchronous evaluation of mentees showed increases in all skills measured. Post-program responses from participants confirmed the increase in communication and life skills, supporting the social learning hypothesis. Theoretical and practical implications are presented to assist individuals studying and/or working with their acculturation in foreign nations.

Can ecotourism interpretation influence reef protective behaviours? Findings from a quasi-experimental field study involving a virtual reality game

ABSTRACT The study of pro-environmental tourist behaviours (PEB) frequently relies on self-reported measures of intentions and/or attitudes. Issues with these approaches are reviewed and compared with quasi-experimental field studies that measure actual behaviour and are higher in external validity. The research note argues for an expansion of these studies’ contexts, the interventions used in experimental conditions and types of PEB measured as outcome variables. By way of example, a small between-subject quasi-experiment is presented, using an innovative virtual reality game developed by the author to encourage tourists’ connection with Australia's Great Barrier Reef.Passengers were presented with the game and a control condition (a VR video) on alternate days. The recorded behaviour was their selection of a thank you gift from the options, including one target PEB (conservation donations). The aim of this research note is prompt greater consideration of how we might measure actual PEBs in (eco)tourism studies.

Fostering pre-service teachers’ technological pedagogical content knowledge (TPACK): A quasi-experimental field study

Against the backdrop of preparing students for a digitalized future, supporting pre-service teachers' development of technological pedagogical content knowledge (TPACK) has become paramount in pre-service teacher education. Whether and how pre-service teachers' acquisition of TPACK could be supported is still an open question, as previous research predominantly relied on correlational data and/or self-report assessments. Based on previous research, we developed subject-specific versions of a TPACK-module to support the acquisition of TPACK. Further purpose of the TPACK-module was to enhance technology-related motivation, as motivational orientations have been documented to be crucial for technology integration. We evaluated the effectiveness of the module by means of a quasi-experimental field study. Pre-service teachers (N = 208), enrolled in five subjects, attended regular semester courses on subject-matter pedagogies. In half of the courses, we randomly implemented subject-specific TPACK-modules (duration: three weeks), in which pre-service teachers were taught in using technology for subject-matter teaching, whereas the control condition attended the regular courses without the TPACK-module. We found that pre-service teachers in the courses with the TPACK-modules acquired more TPACK than those in the control courses without the TPACK-modules. Significant effects were also obtained for pre-service teachers' technology-related self-efficacy and their perceived support for technology integration. The effectiveness of the TPACK-modules could be explained by the obtained support for technology integration. The findings highlight the central need of adequate support for pre-service teachers’ development of technology-related professional knowledge and motivation in teacher education programs.

Experiencing atmospherics: The moderating effect of mall experiences on the impact of individual store atmospherics on spending behavior and mall loyalty

Retailers invest in atmospherics to create effective environments that engage shoppers in their shopping journey and promote business success. However, the link between store-level atmospherics and mall-level experiences remains opaque. In a quasi-experimental field study, we confirm that the quality of in-store atmospherics positively impacts in-store spending and reveal for the first time that it also positively influences loyalty intentions toward the mall as a whole. Both effects are mediated by perceived store atmosphere and moderated by mall experiences. The effects on spending are stronger for shoppers who are seeking hedonic experiences (seductive, recreational, and social) and are less interested in the functional experience. However, the impact on mall loyalty is stronger for shoppers pursuing material (functional) and avoiding social experiences. For retailers and mall owners, these findings underscore the importance of matching store atmospherics with mall experiences. Similarities and differences in the effects of atmospherics between and within the store and mall levels are discussed.

A Relational Account of Low Power: The Role of the Attachment System in Reduced Proactivity

Although the literature has found widespread evidence for the effect of power on action, we lack a systematic understanding of why low power individuals are less prone to action. Here we focus particularly on proactive behavior as a form of action; we argue that because power exists within social relationships, our research elucidates a relational underpinning of the link between low power and reduced proactive behavior through the framework of attachment theory. We predict that the experience of low power will increase attachment anxiety, and that this increase in attachment anxiety will reduce proactive behavior. In a series of four pre-registered experiments and one quasi-experimental field study, we examine our hypothesized relationship that low power individuals are less proactive, and that this relationship is mediated by attachment anxiety. Overall, we find support for attachment anxiety as an important factor in the experience of low power individuals which inhibits proactive behavior and go on to offer a powerful intervention grounded in attachment theory to ameliorate this effect.