Using a Factorial Design to Maximize the Effectiveness of a Parental Text Messaging Intervention

被引:4
作者
Asher, Catherine Armstrong [1 ]
Scherer, Ethan [2 ]
Kim, James S. [3 ]
机构
[1] Univ Michigan, Inst Social Res, Youth Policy Lab, Ann Arbor, MI USA
[2] Harvard Univ, Ctr Educ Policy Res, Cambridge, MA 02138 USA
[3] Harvard Univ, Grad Sch Educ, Cambridge, MA 02138 USA
关键词
Factorial design; literacy; parental text messaging; experimental design; ABSENTEEISM; HOME;
D O I
10.1080/19345747.2021.2009073
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Parental text messaging interventions are growing in popularity to encourage at-home reading, school-attendance, and other educational behaviors. These interventions, which often combine multiple components, frequently demonstrate varying amounts of effectiveness, and researchers often cannot determine how individual components work alone or in combination with one another. Using a 2x2x3 factorial experiment, we investigate the effects of individual and interacted components from three behavioral levers to support summer reading: providing updated, personalized information; emphasizing different reading views; and goal setting. We find that the personalized information condition scored on average 0.03 SD higher on fall reading assessments. Texting effects on test scores were enhanced by messages that emphasized reading being useful for both entertainment and building skills compared to skill building alone or entertainment alone. These results continue to build our understanding that while text message can be an effective tool for parent engagement, the specific content of the message can lead to meaningful differences in the magnitude of the effects.
引用
收藏
页码:532 / 557
页数:26
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