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2019 | nr 5 | 36-42
Tytuł artykułu

Planner-Doer - Self-control and Regular Study

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The process of teaching e-learning classes spurred the author to reflect upon how students commit to regular study and on-time assignment submission. When do students complete their assignments? Do they have sufficient self-control to submit them on time? Do they tend to complete them relatively quickly, when they have time available, to avoid problems which may render it more difficult later? Do they wait until the last minute, when it is no longer possible to postpone completing them? Perhaps they never hand in their assignments at all? Naturally, regular study is an important aspect of learning. However, students tend to find it difficult to properly plan their study time, regularly review the material and meet the assignment deadlines. Analyses of this phenomenon can draw upon the insights offered by behavioral economics, which, by combining economics with a psychological approach, attempts to provide a better explanation of how decisions are made. Richard Thaler and Hersh Shefrin's planner-doer model can be of utility in this regard. The purpose of the paper is to analyze the activities of students participating in e-learning courses and to explain them within the context of behavioral economics. The analysis should demonstrate how many students regularly complete their assignments and present the distribution of student activity before deadlines. It should also render it possible to verify if deadlines have an impact on the quality of work and whether regular study over the course of an entire semester translates into better examination results. (original abstract)
Opis fizyczny
  • Szkoła Główna Handlowa w Warszawie
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