A Text Message Nudge Intervention to Increase Student Professional Development Engagement

• In Event: Moscone Center North Roundtable Session 10
  In Roundtable Session: College Student Success: Motivational, Behavioral, and Relational Support

Abstract

This experiment explored the effects of a text-message intervention on sophomore and junior engagement in professional development at San José State University. One goal was to assess whether status quo bias poses a barrier to student preparation for the college-to-work transition. Another goal was to measure the impact of a text-message intervention to influence real-time decision-making and overcome status quo bias toward professional development. The treatment had a weak positive effect on student engagement in professional development. Professional development engagement was compared across demographics, related experiences, and control over professional development. Evidence of status quo bias was revealed in that juniors, transfer students, and those with positive pre-intervention perceived control over professional development were significantly more engaged than their peers.

Author

• Catherine Voss Plaxton, San Jose State University