Message content mattered: loss framing and avoiding social pressure produced significantly larger test-score effects, ruling out experimenter-demand explanations¶

Claim · All claims
Evidence · 1 study · causal r3 · q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Framing staying in school in terms of avoiding losses increased standardized test scores by significantly more, driven by Portuguese scores. → Lichand 2024 q3 i? Not resorting to social pressure increased test scores by a much larger magnitude, mainly in math, but only for students not exposed to the loss-framing variation (negative interaction). → Lichand 2024

Evidence¶

Lichand 2024¶

Lichand, G., Christen, J., & Van Egeraat, E. (2024). Neglecting students’ socio-emotional skills magnified learning losses during the pandemic. npj Science of Learning. https://doi.org/10.1038/s41539-024-00235-9

q3 · i? · causal · r3

Student-level cross-randomized content experiments within the treatment group (framing and social-pressure arms, classroom fixed effects). Loss-framing coefficient 0.175 on the summary measure (p<0.1) and 0.231 in Portuguese (p<0.05); No Social Pressure 0.238 (p<0.05); their interaction was negative (-0.253, p<0.1).

"Framing the importance of staying in school in terms of avoiding losses increased standardized test scores by signi ficantly more, driven by Portuguese test scores."

Discussion¶

Related Claims¶

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