<?xml version='1.0' encoding='UTF-8'?><xml><records><record><source-app name="HighWire" version="7.x">Drupal-HighWire</source-app><ref-type name="Journal Article">17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Delavande, Adeline</style></author><author><style face="normal" font="default" size="100%">Bono, Emilia Del</style></author><author><style face="normal" font="default" size="100%">Holford, Angus</style></author><author><style face="normal" font="default" size="100%">Sen, Sonkurt</style></author><author><style face="normal" font="default" size="100%">Lesic, Vedran</style></author></authors><secondary-authors></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Expectations about the Productivity of Effort and Academic Outcomes</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Human Resources</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2026-09-09 09:24:36</style></date></pub-dates></dates><elocation-id><style  face="normal" font="default" size="100%">0824-13737R2</style></elocation-id><doi><style  face="normal" font="default" size="100%">10.3368/jhr.0824-13737R2</style></doi><volume><style face="normal" font="default" size="100%"></style></volume><issue><style face="normal" font="default" size="100%"></style></issue><abstract><style  face="normal" font="default" size="100%">We implement a randomized information intervention to enhance beliefs about the productivity of effort on a cohort of undergraduate students at a UK university. The intervention increases first-year exam grades and GPA, with an intention-to-treat effect of 0.10 of a standard deviation. The effects are larger for men, reducing the gender gap in academic achievement by a third. The data allow us to examine the mechanisms linking the intervention to outcomes, through changes in beliefs and academic inputs, as well as its longer-term effects. We replicate the main results at another UK university, highlighting the external validity of our findings.</style></abstract></record></records></xml>