The Higher Education Enrollment Decision: Feedback on Expected Study Success and Updating Behavior

Autor/inn/en	van Klaveren, Chris; Kooiman, Karen; Cornelisz, Ilja; Meeter, Martijn
Titel	The Higher Education Enrollment Decision: Feedback on Expected Study Success and Updating Behavior
Quelle	In: Journal of Research on Educational Effectiveness, 12 (2019) 1, S.67-89 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (van Klaveren, Chris)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2018.1496501
Schlagwörter	Higher Education; Enrollment; Probability; Feedback (Response); Dropouts; Dropout Rate; Graduation Rate; Foreign Countries; Decision Making; Academic Achievement; Study Habits; Bias; Student Behavior; College Students; Netherlands (Amsterdam) + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Einschulung; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Ausland; Decision-making; Entscheidungsfindung; Schulleistung; Study behavior; Study behaviour; Studienverhalten; Student behaviour; Schülerverhalten; Collegestudent
Abstract	This study examines whether providing students with information on their future study success will influence their higher education enrollment decision and lower first-year dropout as a consequence. A randomized field experiment is conducted among 313 law and social science applicants at the Vrije Universiteit Amsterdam. The main results suggest that (a) students are generally overly positive about their future performance, (b) enrollment rates increase by 25% if students receive information on future study success, but (c) providing information to students does not reduce first-year dropout. An important conclusion is that the higher enrollment decision is not driven by the extent to which students are self-serving biased or by their updating behavior. Instead this decision seems to be influenced by a fear of failure, in the sense that students who receive a pass-signal (fail-signal) with respect to future study success enroll with higher (lower) probability. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01