Nudging in education-推动教育

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英文文献：Nudging in education-推动教育
英文文献作者：Mette Trier Damgaard,Helena Skyt Nielsen
英文文献摘要：
Can we nudge children, adolescents and their parents to make better decisions on education? And can we nudge teachers to support and encourage better decision making? Education decisions are taken at young ages and involve immediate costs and potential, future benefits. In such settings behavioural barriers (e.g. lack of self-control, limited attention and social norms) likely influence choices and this may motivate the use of low cost ‘nudges’ to gently push behaviour in the desired direction. Our review of nudging interventions shows that while nudging often has positive effects, the greatest effects often arise for individuals affected most by the behavioural barrier targeted by the intervention. Hence understating underlying behavioural mechanisms is crucial. Negative effects may arise in situations where nudges potentially crowd-out intrinsic motivation, if nudges pressurise individuals, or in situations where the choice architect has an insufficient understanding of behavioural mechanisms.

我们能敦促儿童、青少年和他们的父母在教育方面做出更好的决定吗?我们能敦促教师支持和鼓励更好的决策吗?教育决策是在很小的时候就做出的，涉及到直接的成本和潜在的、未来的利益。在这种情况下，行为障碍(例如缺乏自我控制、有限的注意力和社会规范)可能会影响选择，这可能会促使使用低成本的“推动”，以温和地推动行为向预期的方向发展。我们对“轻推”干预的回顾表明，虽然“轻推”通常会产生积极的效果，但最大的效果往往出现在受干预目标行为障碍影响最大的个人身上。因此，低估潜在的行为机制至关重要。负面影响可能出现在这样的情况下:如果“推动”对个人施加压力，或者在选择的设计者对行为机制理解不足的情况下。

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