为何困难学生不做作业？分解人力资本形成中动机与学习生产率的驱动作用
Why Don’t Struggling Students Do Their Homework? Disentangling Motivation and Study Productivity as Drivers of Human Capital Formation
Journal of Political Economy · 2025 · [{"name": "Christopher Cotton", "affiliation": []}, {"name": "Brent Hickman", "affiliation": []}, {"name": "John A. List", "affiliation": []}, {"name": "Joseph Price", "affiliation": []}, {"name": "Sutanuka Roy", "affiliation": []}]
中文摘要
我们使用田野实验数据（学习时间追踪与随机化激励）识别了一个学习结构模型。学生的努力受到外部成本/收益和未观测到的异质性的影响：动机（学习意愿）和生产率（时间转化为技能的比率）。我们估计了学业劳动供给弹性与技能生产技术。生产率与动机不相关。低生产率而非低动机，是学业困难更强的预测因素。学校质量提高生产率并加速技能生产。我们发现，动态技能互补性主要源于儿童年龄增长以及投资活动与生产率之间的反馈循环，而非源于过去技能存量的延续。
Abstract
Using field experimental data (study time tracking and randomized incentives), we identify a structural model of learning. Student effort is influenced by external costs/benefits and unobserved heterogeneity: motivation (willingness to study) and productivity (conversion rate of time into skill). We estimate academic labor supply elasticities and skill technology. Productivity and motivation are uncorrelated. Low productivity, not low motivation, is the stronger predictor of academic struggles. School quality augments productivity and accelerates skill production. We find that dynamic skill complementarities arise mainly from children’s aging and from a feedback loop between investment activity and productivity rather than from carrying forward past skill stocks.
📖 精读解析
本文已有三模型交叉精读卡片, 登录后可在站内查看结构化解读与关键图表。