主題｜Topic：Fostering Curiosity and Creativity through Positive Feedbacks: Field Experimental Evidence from China
時間｜Time：10月27日（周五）15:55-16:40
地點｜Venue：文澴樓539教室｜Class Room 539，WENHUAN
主講｜Speaker
龔亞珍博士，教授、博士生導師，中國人民大學環境學院國際交流辦公室主任。2023年當選為The Asian Association of Environmental and Resource Economics (AAERE)副理事長。
研究興趣主要集中在兩方面：其一，從行為經濟學的視角、結合實地實驗和問卷調查方法，研究自然資源保護和污染防護中的個體行為決策，并從社會偏好、認知約束等方面探究個體行為決策的影響機理；其二，着重在環境和健康、氣候變化影響與适應、環境規制等方向上開展微觀計量分析。研究成果發表在PNAS，Journal of Environmental Economics and Management, Land Economics, Ecological Economics，Annual Review of Resource Economics，Agricultural Economics，Climatic Change、Science of the Total Environment等SSCI/SCI期刊，以及《中國環境科學》、《自然資源學報》等國内核心期刊。主持了“十四五”國家重點研發計劃項目課題、“十三五”國家重點研發計劃項目子課題、國家自然科學基金面上項目及國家自然科學基金青年基金項目等。
摘要｜Abstract
Fostering curiosity and creativity has become more important and urgent for economic development and education, given the latest generation of AI technology. Given limited attention paid to creativity and curiosity in exiting literature, this study investigates how creativity and curiosity may be fostered through positive feedbacks on students’ performance. We conduct a field experiment through RCTs with 356 high school students registered to a microeconomics course offered by a top business school in China. Our treatments involved different forms of feedback including personalized treatment, creativity treatment and curiosity treatment that were provided by the professor on students' responses to creativity question and curiosity question in assignments. Students’ creativity and curiosity are measured by scores given to students’ answers for free respondent questions in four assignments. Using a combination of survey and experimental data, we conduct econometric analyses on the effects of personalized treatment, curiosity treatment and creativity treatment on students’ curiosity and creativity. We do not find any significant effect of the personalized treatment on curiosity or creativity. Nevertheless, we find that creativity treatment can significantly increase students’ creativity and curiosity treatment has a significantly positive effect on students’ curiosity. Moreover, we find a significant positive spillover effect of the curiosity treatment on creativity, but not vice versa. Our heterogeneity analyses show that curiosity treatment only generate significantly positive effect on students who are single child or whose mothers are full-time mothers.
