Table 10

Effects of Forming Teams on In‐Class Discipline and Class Attention

	Talk	Prank	Comics	Sleep	Tardiness	Attention
	(1)	(2)	(3)	(4)	(5)	(6)
Treatment × Post	−1.961^***	−1.563^***	−0.801^***	0.000	−0.006	0.234^***
	(0.293)	(0.287)	(0.303)	(0.013)	(0.016)	(0.047)
Treatment	0.218	−0.172	0.274^**	0.016^*	0.028^**	−0.021
	(0.228)	(0.234)	(0.130)	(0.009)	(0.011)	(0.039)
Post	1.189^***	0.748^***	1.106^***	0.018^**	0.024^***	−0.023
	(0.200)	(0.194)	(0.212)	(0.008)	(0.009)	(0.035)
Individual characteristics	Yes	Yes	Yes	Yes	Yes	Yes
Class characteristics	Yes	Yes	Yes	Yes	Yes	Yes
Family characteristics	Yes	Yes	Yes	Yes	Yes	Yes
N	2,580	2,580	2,669	2,469	2,489	2,049
Adjusted R²	0.153	0.170	0.053	0.017	0.021	0.200

Notes: Each column reports the results of a separate equation. The measurement for talking without permission, pranking, reading comic books in class, sleeping in class, and tardiness is times per week. In‐class attention is measured on three levels: 0 = mostly cannot pay attention, 1 = not sure, and 2 = mostly can pay attention. Individual characteristics are gender, age, and height. Class characteristics are school, grade, class, and team dummy variables. Family characteristics are parents’ income, extracurricular reading time, and household chore time. Standard errors are clustered at the school–grade level and enclosed in parentheses. Significance: ^*p < 0.1, ^**p < 0.05, ^***p < 0.01.