@techreport{AmannRzepka2021,
  type      = {Working Paper},
  author    = {Amann, Erwin and Rzepka, Sylvi},
  title     = {The Effect of Goal-Setting Prompts in a Blended Learning Environment},
  series = {CEPA Discussion Papers},
  journal   = {CEPA Discussion Papers},
  number    = {25},
  issn      = {2628-653X},
  doi       = {10.25932/publishup-49347},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-493476},
  pages     = {22, vi},
  year      = {2021},
  abstract  = {We investigate how inviting students to set task-based goals affects usage of an online learning platform and course performance. We design and implement a randomized field experiment in a large mandatory economics course with blended learning elements. The low-cost treatment induces students to use the online learning system more often, more intensively, and to begin earlier with exam preparation. Treated students perform better in the course than the control group: they are 18.8\% (0.20 SD) more likely to pass the exam and earn 6.7\% (0.19 SD) more points on the exam. There is no evidence that treated students spend significantly more time, rather they tend to shift to more productive learning methods. The heterogeneity analysis suggests that higher treatment effects are associated with higher levels of behavioral bias but also with poor early course behavior.},
  language  = {en}
}
@article{AckfeldRohloffRzepka2021,
  author    = {Ackfeld, Viola and Rohloff, Tobias and Rzepka, Sylvi},
  title     = {Increasing personal data contributions for the greater public good},
  series = {Behavioural public policy},
  journal   = {Behavioural public policy},
  publisher = {Cambridge University Press},
  address   = {Cambridge},
  issn      = {2398-063X},
  doi       = {10.1017/bpp.2021.39},
  pages     = {1 -- 27},
  year      = {2021},
  abstract  = {Personal data increasingly serve as inputs to public goods. Like other types of contributions to public goods, personal data are likely to be underprovided. We investigate whether classical remedies to underprovision are also applicable to personal data and whether the privacy-sensitive nature of personal data must be additionally accounted for. In a randomized field experiment on a public online education platform, we prompt users to complete their profiles with personal information. Compared to a control message, we find that making public benefits salient increases the number of personal data contributions significantly. This effect is even stronger when additionally emphasizing privacy protection, especially for sensitive information. Our results further suggest that emphasis on both public benefits and privacy protection attracts personal data from a more diverse set of contributors.},
  language  = {en}
}
@article{AmannRzepka2022,
  author    = {Amann, Erwin and Rzepka, Sylvi},
  title     = {The effect of goal-setting prompts in a blended learning environment},
  series = {Economics of education review},
  volume    = {92},
  journal   = {Economics of education review},
  publisher = {Elsevier Science},
  address   = {Amsterdam},
  issn      = {0272-7757},
  doi       = {10.1016/j.econedurev.2022.102331},
  year      = {2022},
  abstract  = {Previous literature has shown that task-based goal-setting and distributed learning is beneficial to university-level course performance. We investigate the effects of making these insights salient to students by sending out goal-setting prompts in a blended learning environment with bi-weekly quizzes. The randomized field experiment in a large mandatory economics course shows promising results: the treated students outperform the control group. They are 18.8\% (0.20 SD) more likely to pass the exam and earn 6.7\% (0.19 SD) more points on the exam. While we cannot causally disentangle the effects of goal-setting from the prompt sent, we observe that treated students use the online learning platform earlier in the semester and attempt more online exercises compared to the control group. The heterogeneity analysis suggests that higher treatment effects are associated with low performance at the beginning of the course.},
  language  = {en}
}
@incollection{GoerlitzRzepkaTamm2023,
  author    = {G{\"o}rlitz, Katja and Rzepka, Sylvi and Tamm, Marcus},
  title     = {Regional factors as determinants of employees' training participation},
  series = {Education, competence development and career trajectories},
  booktitle = {Education, competence development and career trajectories},
  editor    = {Weinert, Sabine and Blossfeld, Gwendolin Josephine and Blossfeld, Hans-Peter},
  publisher = {Springer International Publishing},
  address   = {Cham},
  isbn      = {978-3-031-27006-2},
  doi       = {10.1007/978-3-031-27007-9_15},
  pages     = {337 -- 345},
  year      = {2023},
  abstract  = {Although the literature on the determinants of training has considered individual and firm-related characteristics, it has generally neglected regional factors. This is surprising, given the fact that labour markets differ by regions. Regional factors are often ignored because (both in Germany and abroad) many data sets covering training information do not include detailed geographical identifiers that would allow a merging of information on the regional level. The regional identifiers of the National Educational Panel Study (Starting Cohort 6) offer opportunities to advance research on several regional factors. This article summarizes the results from two studies that exploit these unique opportunities to investigate the relationship between training participation and (a) the local level of firm competition for workers within specific sectors of the economy and (b) the regional supply of training measured as the number of firms offering courses or seminars for potential training participants.},
  language  = {en}
}