Ever Failed, Try Again, Succeed Better: Results from a Randomized Educational Intervention on Grit
通过随机教育干预实验，发现毅力这种技能在儿童时期可培养，干预后学生更愿努力积累能力，并在2.5年后的数学标准化测试中成绩提高约0.2个标准差。
Abstract We show that grit, a skill that has been shown to be highly predictive of achievement, is malleable in childhood and can be fostered in the classroom environment. We evaluate a randomized educational intervention implemented in two independent elementary school samples. Outcomes are measured via a novel incentivized real-effort task and performance in standardized tests. We find that treated students are more likely to exert effort to accumulate task-specific ability and hence more likely to succeed. In a follow up 2.5 years after the intervention, we estimate an effect of about 0.2 standard deviations on a standardized math test.