Self-perceptions about academic achievement: Evidence from Mexico City

Bobba, Matteo; Frisancho, Verónica

doi:10.1016/j.jeconom.2020.06.009

Cited by 19 publications

(7 citation statements)

References 45 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Several studies have used observational data to show that students' beliefs about their own abilities predict their decisions, such as college major choice or college dropout. 22 These findings also complement a recent information experiment performed in Mexico by Bobba and Frisancho (2020) who test predictions about the differential roles of the mean and variance of beliefs on educational decisions.…”

Section: Informational Constraintsmentioning

confidence: 53%

Early Childhood Development, Human Capital and Poverty

Attanasio¹,

Cattan²,

Meghir³

2021

View full text Add to dashboard Cite

Children's experiences during early childhood are critical for their cognitive and socio-emotional development, two key dimensions of human capital. However, children from low income backgrounds often grow up lacking stimulation and basic investments, leading to developmental deficits that are difficult, if not impossible, to reverse later in life without intervention. The existence of these deficits are a key driver of inequality and contribute to the intergenerational transmission of poverty. In this paper, we discuss the framework used in economics to model parental investments and early childhood development and use it as an organizing tool to review some of the empirical evidence on early childhood research. We then present results from various important early childhoods interventions with emphasis on developing countries. Bringing these elements together we draw conclusions on what we have learned and provide some directions for future research.

show abstract

Section: Informational Constraintsmentioning

confidence: 53%

Early Childhood Development, Human Capital and Poverty

Attanasio¹,

Cattan²,

Meghir³

2021

View full text Add to dashboard Cite

show abstract

“…In the domain of education, some field experiments have investigated how relative performance feedback affects beliefs and/or choices (e.g., see Azmat & Iriberri, 2010; Bobba & Frisancho, 2021; Franco, 2019; Owen, 2020). Some of these papers also document effects that vary by gender.…”

Section: Related Literaturementioning

confidence: 99%

A (dynamic) investigation of stereotypes, belief‐updating, and behavior

Coffman,

Ugalde Araya,

Zafar

2024

Economic Inquiry

View full text Add to dashboard Cite

Using a controlled experiment, we study the dynamic effects of feedback on decision‐making across verbal skills and math. Before feedback, men are more optimistic about their performance and more willing to compete than women, especially in math. While feedback shifts individuals' beliefs and behavior, we see substantial persistence of gender gaps 1 week later. This is particularly true among individuals who receive negative feedback. Our results are not well‐explained by motivated reasoning; in fact, negative feedback is more likely to be recalled than positive feedback. Overall, our results highlight the challenges involved in overcoming gender gaps in dynamic settings.

show abstract

“…These findings underline the informativeness of the score in the mock exam while, at the same time, point toward a high degree of persistence of priors in the distribution of posterior beliefs. We explore these issues in further details in our companion paper (Bobba & Frisancho 2022).…”

Section: Subjective Expectations About Test Performancementioning

confidence: 99%