Parent-Child Information Frictions and Human Capital Investment: Evidence from a Field Experiment

Bergman, Peter

doi:10.2139/ssrn.2622034

Cited by 62 publications

(51 citation statements)

References 25 publications

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“…We also collect data regarding, for example, media consumption, how informed participants are about COVID-19, which COVID-19 'best practices' they engage in, and whether they know someone that has been infected. A full list of variables can be found in Appendix D.6 See alsoJensen (2010);Dupas (2011);Cruces et al (2013);Wiswall and Zafar (2015);Liebman and Luttmer (2015);Armantier et al (2016);Bergman (2020);Cavallo et al (2017);Bleemer and Zafar (2018);Bursztyn et al (2018);Conlon et al (2018);Fuster et al (2018);Dizon-Ross (2019) for other studies of the effects of beliefs. Two recent papers that use a similar methodology to the one adopted here areCullen and Perez-Truglia (2018) andBursztyn et al (2021).…”

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confidence: 99%

Fatalism, beliefs, and behaviors during the COVID-19 pandemic

et al. 2022

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Little is known about how people’s beliefs concerning the Coronavirus Disease 2019 (COVID-19) influence their behavior. To shed light on this, we conduct an online experiment ( ) with US and UK residents. Participants are randomly allocated to a control group or to one of two treatment groups. The treatment groups are shown upper- or lower-bound expert estimates of the infectiousness of the virus. We present three main empirical findings. First, individuals dramatically overestimate the dangerousness and infectiousness of COVID-19 relative to expert opinion. Second, providing people with expert information partially corrects their beliefs about the virus. Third, the more infectious people believe that COVID-19 is, the less willing they are to take protective measures, a finding we dub the “fatalism effect”. We develop a formal model that can explain the fatalism effect and discuss its implications for optimal policy during the pandemic.

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confidence: 99%

Fatalism, beliefs, and behaviors during the COVID-19 pandemic

et al. 2022

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“…In line with Siebert et al (2018), feedback is understood in this study as teacher-student-parent communication (TSPC), which includes forms of summative and formative assessment and/or feedback (Sardareh, 2016;Tante, 2018). An adequate TSPC can increase school-related parental care and parental monitoring and involvement (Avvisati et al, 2013;Bergman, 2015). A recent study by Bubb and Jones (2020) exploring student, parent, and teacher experiences during the first COVID-19 lockdown showed that participants indicated that communication through digital tools and resources appeared to provide new opportunities for the exchange of feedback.…”

Section: Feedbackmentioning

confidence: 99%

Parental evaluation of teachers’ competences and characteristics during COVID-19 pandemic homeschooling

2022

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With the spread of the SARS-CoV-2 virus, school-related closures and the hasty transition into homeschooling, parents were required to take a more active and positive role than ever before in collaboration with their children’s educators. Thus, with this unprecedented situation, parents became an important source of information during the pandemic. Considering this unique event, the study at hand aims to explore parents’ perspectives regarding primary and upper secondary school teachers’ digital competence, digital differentiated instruction, and feedback during the first SARS-CoV-2 school shutdown in Germany. Additionally, the study examined parents’ evaluation of teachers’ characteristics. Results reveal that parental ratings were generally positive. Moreover, parents with children attending primary schools perceived and evaluated teachers’ digital competence and digital differentiated teaching highly, and perceived significantly more teacher feedback than parents whose children attend upper secondary school. In addition, positive correlations were found between parents’ evaluations of teachers’ feedback and how motivated, appreciative, and devoted teachers are perceived to be. Practical implications and further research areas are discussed.

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“…This type of information provision is shown to positively affect student achievement and behavioural outcomes (Berlinski et al, 2021;Bergman and Chan, 2021). In addition, these interventions appear to reduce parents' information biases about their children's performance (Bergman, 2021;Dizon-Ross, 2019). Furthermore, Mayer et al (2019) show that informing parents of pre-school children about the importance of their involvement increases parents' engagement with their children.…”

Section: Introductionmentioning

confidence: 99%

“…These differ widely from the specialised subject content in high school and parent-child-relationships in teenage years. Experiments in higher grades considered information on parental support without subject-specific content (Avvisati et al, 2014;Bergman, 2021). Heddy and Sinatra (2017) and Rozek et al (2017) evaluate information for parents specific to science and mathematics education, but use very small samples, resulting in low power and low external validity of the results.…”

Section: Introductionmentioning

confidence: 99%