Bounded Rationality in Study Time Allocation: Evidence Based on Risky Choice Framing Effects.

Hui Xu, Yuanxia Gao, Qian Xiao, Nan Li, Yue Chu, Xiuya Li, Weihai Tang, Xiping Liu

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Article in Behavioral sciences (Basel, Switzerland), 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

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5 · Who and what money

Authors and funding

8 authors.

Hui XuFaculty of Psychology, Tianjin Normal University, Tianjin 300387, China.ORCID 0009-0005-4461-9387

Yuanxia GaoFaculty of Psychology, Tianjin Normal University, Tianjin 300387, China.

Qian XiaoFaculty of Psychology, Tianjin Normal University, Tianjin 300387, China.

Nan LiFaculty of Psychology, Tianjin Normal University, Tianjin 300387, China.

Yue ChuFaculty of Psychology, Tianjin Normal University, Tianjin 300387, China.

Xiuya LiFaculty of Psychology, Tianjin Normal University, Tianjin 300387, China.

Weihai TangFaculty of Psychology, Tianjin Normal University, Tianjin 300387, China.ORCID 0000-0002-5927-7691

Xiping LiuFaculty of Psychology, Tianjin Normal University, Tianjin 300387, China.

Funding

Tianjin Normal University Research Innovation Project for Postgraduate Students 2022KYCX044ZTianjin Research Innovation Project for Postgraduate Students 2021YJSB326

6 · The paper itself

Abstract

When allocating study time for the English sections of the National College Entrance Examination or the Postgraduate Entrance Examination, learners often encounter value-test likelihood trade-offs, where questions of similar difficulty may have different points and different likelihoods of being tested. This research explored how individuals allocated study time and whether this process exhibited bounded rationality by examining the risky choice framing effects in study time allocation. The research set up two types of items: 1-point items with a 90% likelihood and 9-point items with a 10% likelihood. Each type of item had the same test likelihood but was expressed in different framings. For the 90% likelihood items, the test framing emphasized that they had a 90% likelihood of being tested. Meanwhile, the non-test framing emphasized that they had a 10% likelihood of not being tested. A total of 41 college students participated in the study, and they were allowed to self-regulate their study time for each type of item. The results showed that learners' study time allocation differed under the two equivalent framings. This indicates that the process of study time allocation is not completely rational, but is rather boundedly rational, which is inconsistent with the expected utility theory.

Indexed as

ABR modelbounded rationalityexpected utility theoryframing effectsitem selectionmetacognitionmetamemorystudy time allocation

Identifiers

PMID39594391

DOI10.3390/bs14111091

PMCPMC11590912

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LicenceCC BY

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.