Rahardi Fandy, Dartanto Teguh
Institute for Economic and Social Research (LPEM), Faculty of Economics and Business, Universitas Indonesia, Campus UI Salemba, Jakarta, 10430, Indonesia.
Research Cluster on Poverty, Social Protection and Development Economics, Department of Economics, Faculty of Economics and Business, Universitas Indonesia, Campus UI Depok, Depok, 16424, Indonesia.
Heliyon. 2021 Apr 24;7(4):e06681. doi: 10.1016/j.heliyon.2021.e06681. eCollection 2021 Apr.
Indonesian students perform poorly compared with students in other countries, despite education taking a significant portion of the national budget. Although poor infrastructure is often blamed for this failure, several reports show that it may not be the sole determinant of learning outcomes. Using the concepts of a growth mindset and delayed gratification as proxies for human behavior, we conducted a field survey of four highly disadvantaged private schools in Depok, West Java, Indonesia to observe how human behaviors affect learning outcomes. We use a self-administered mathematics test to measure learning outcomes, and construct a questionnaire based on Dweck's Implicit Theory of Intelligence to measure students' growth mindset. Delayed gratification is measured using a Convex Time Budget (CTB) questionnaire. Controlling for various student characteristics, our estimations show that a more pronounced growth mindset is associated with better math scores. Meanwhile, delayed gratification has mixed effects on learning outcomes: it has no significant effect when the relationship is estimated using an Interval Censored Regression (ICR), but has some statistical significance when an Ordinary Least Square (OLS) regression is used. These results imply that a student's beliefs on a growing intelligence can affect their academic achievement, whereas the ability to resist temptation has inconclusive effects on academic achievement. This difference may be caused by several factors such as the developmental stage of students. Interestingly, satisfactory teaching practices do not necessarily lead to better math scores. Our findings, therefore, suggest that future education policy design must consider aspects of human behavior in order to more optimally benefit students.
尽管教育在国家预算中占很大一部分，但与其他国家的学生相比，印度尼西亚学生的表现较差。虽然基础设施薄弱常常被归咎于这种失败，但几份报告显示，它可能不是学习成果的唯一决定因素。我们以成长型思维和延迟满足的概念作为人类行为的代表，对印度尼西亚西爪哇省德波的四所高度贫困的私立学校进行了实地调查，以观察人类行为如何影响学习成果。我们使用一份自行管理的数学测试来衡量学习成果，并根据德韦克的智力内隐理论构建一份问卷来衡量学生的成长型思维。延迟满足是使用凸性时间预算（CTB）问卷来衡量的。在控制了各种学生特征后，我们的估计表明，更明显的成长型思维与更好的数学成绩相关。与此同时，延迟满足对学习成果有混合影响：当使用区间删失回归（ICR）估计这种关系时，它没有显著影响，但当使用普通最小二乘法（OLS）回归时，它具有一定的统计显著性。这些结果意味着学生对智力增长的信念会影响他们的学业成绩，而抵制诱惑的能力对学业成绩的影响尚无定论。这种差异可能由几个因素造成，比如学生的发展阶段。有趣的是，令人满意的教学实践不一定会带来更好的数学成绩。因此，我们的研究结果表明，未来的教育政策设计必须考虑人类行为的各个方面，以便更优化地造福学生。
