中文摘要
我们检验了一项行为干预项目的有效性，该项目基于这样一种理念：地位赋予与自我说服可能会促使处境不利的青少年产生稳健的行为改变。我们招募社交联系广泛、情商较高的初中高年级学生担任“学生教师”，并委托他们向低年级同伴讲授一套课程。该项目赋能学生教师，促使他们改善自身的社会环境。它减少了学生教师及其朋友网络中的违纪事件和反社会行为。该干预显著提高了学生教师被选拔性高中录取的可能性，为帮助处境不利的青少年摆脱社区劣势提供了一种成本有效的方式。（JEL H52, I21, I24, I28, J13, O15）
Abstract
We test the effectiveness of a behavioral program grounded in the idea that status granting and self-persuasion might yield a robust behavioral change in disadvantaged adolescents. We enlist socially connected senior middle school students with high emotional intelligence as “student-teachers” and entrust them with delivering a curriculum to their junior peers. The program empowers student-teachers, leading them to improve their social environment. It reduces disciplinary incidents and antisocial behavior among student-teachers and their friendship networks. The intervention significantly enhances the likelihood of admission to selective high schools for student-teachers, offering a cost-effective way to help disadvantaged adolescents escape neighborhood disadvantages. (JEL H52, I21, I24, I28, J13, O15)