Fostering Patience in the Classroom: Results from Randomized Educational Intervention
研究评估了一项随机教育干预对儿童跨期选择的影响，发现干预能提升耐心，效果持续近3年，并在不同样本中复现，还降低了学生获得低行为评级的概率。
We evaluate the impact of a randomized educational intervention on children's intertemporal choices. The intervention aims to improve the ability to imagine future selves and encourages forward-looking behavior using a structured curriculum delivered by children's own trained teachers. We find that treated students make more patient intertemporal decisions in incentivized experimental tasks. The results persist almost 3 years after the intervention, replicate well in a different sample, and are robust across different experimental elicitation methods. The effects also extend beyond experimental outcomes: we find that treated students are significantly less likely to receive a low "behavior grade."