摘要翻译：
新冠肺炎的影响远远超出了数百人死于这种疾病；特别是，先前存在的学习危机预计将在学校停课期间被放大。尽管努力实施远程学习战略，但学生辍学的威胁，尤其是青少年辍学的威胁，仍是一个主要问题。在疫情期间，激励青少年留在学校的干预措施是否有效？在这里，我们表明，在巴西，通过短信向高中生进行推送，激励他们继续参与学校活动，大大减少了学校停课期间的辍学率，并大大增加了他们复课后返回学校的动机。虽然在正常情况下，这种推入可以减少辍学，但令人惊讶的是，这些影响在没有正常上课的情况下会重复发生，因为它们的影响通常是由教师介导的（教师在课堂上的努力会随着推入而改变）。结果表明，在关键时刻，青少年心理学科学的洞察力可以用来改变发展轨迹。他们还证明了这些观点：影响随着接触而增加，一旦交流停止就逐渐消失，这提供了新的证据，证明动机干预通过改变青少年的注意力而起作用。
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英文标题：
《Using Nudges to Prevent Student Dropouts in the Pandemic》
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作者：
Guilherme Lichand and Julien Christen
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最新提交年份：
2020
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分类信息：

一级分类：Economics        经济学
二级分类：General Economics        一般经济学
分类描述：General methodological, applied, and empirical contributions to economics.
对经济学的一般方法、应用和经验贡献。
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一级分类：Quantitative Finance        数量金融学
二级分类：Economics        经济学
分类描述：q-fin.EC is an alias for econ.GN. Economics, including micro and macro economics, international economics, theory of the firm, labor economics, and other economic topics outside finance
q-fin.ec是econ.gn的别名。经济学，包括微观和宏观经济学、国际经济学、企业理论、劳动经济学和其他金融以外的经济专题
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英文摘要：
  The impacts of COVID-19 reach far beyond the hundreds of lives lost to the disease; in particular, the pre-existing learning crisis is expected to be magnified during school shutdown. Despite efforts to put distance learning strategies in place, the threat of student dropouts, especially among adolescents, looms as a major concern. Are interventions to motivate adolescents to stay in school effective amidst the pandemic? Here we show that, in Brazil, nudges via text messages to high-school students, to motivate them to stay engaged with school activities, substantially reduced dropouts during school shutdown, and greatly increased their motivation to go back to school when classes resume. While such nudges had been shown to decrease dropouts during normal times, it is surprising that those impacts replicate in the absence of regular classes because their effects are typically mediated by teachers (whose effort in the classroom changes in response to the nudges). Results show that insights from the science of adolescent psychology can be leveraged to shift developmental trajectories at a critical juncture. They also qualify those insights: effects increase with exposure and gradually fade out once communication stops, providing novel evidence that motivational interventions work by redirecting adolescents' attention.
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PDF链接：
https://arxiv.org/pdf/2009.04767