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European Expert Network on Economics of Education (EENEE)

The use of nudges and other behavioural approaches in education

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EENEE Analytical Report No. 29

Prepared for the European Commission

Mette Trier Damgaard and Helena Skyt Nielsen February 2017

29

The use of nudges and other behavioural approaches in education *

Mette Trier Damgaard† and Helena Skyt Nielsen‡, Aarhus University and Trygfonden’s Centre for Child Research February 2017 EENEE Analytical Report Prepared for the European Commission

*

We thank three anonymous referees for their constructive inputs. Fuglesangs Allé 4, 8210 Aarhus V, Denmark, email: [email protected] ‡ Fuglesangs Allé 4, 8210 Aarhus V, Denmark, email: [email protected] †

Table of Contents Executive Summary (English)............................................................................................................................. 2 Executive Summary (German) ........................................................................................................................... 4 Executive Summary (French) ............................................................................................................................. 6 1.

Introduction ............................................................................................................................................... 8

2.

Benefits of educational attainment and behavioural barriers .................................................................. 9 2.1 Benefits of educational attainment......................................................................................................... 9 2.2 Behavioural barriers to educational attainment ................................................................................... 10

3.

The purpose of nudges and other behavioural approaches ................................................................... 13 3.1. What is a nudge? .................................................................................................................................. 14 3.2. To nudge or not to nudge? ................................................................................................................... 15

4.

Applications of nudges and other behavioural approaches in education............................................... 16 4.1 Commitment devices: Deadlines ........................................................................................................... 16 4.2 Social nudges ......................................................................................................................................... 18 4.3 Priming................................................................................................................................................... 20 4.4 Information provision: Reminders......................................................................................................... 21 4.5 Information provision: Easy access to information ............................................................................... 23 4.6 Information provision: Framing ............................................................................................................ 26 4.7 Boost policies ......................................................................................................................................... 28 4.8 Assistance, coaching and mentoring ..................................................................................................... 29 4.9 Extrinsic motivation ............................................................................................................................... 31

5.

Conclusion and policy implications ............................................................................................