SMALL NUGGES, BIG CHANGES: THE EFFECTS OF NUDGING ON SCHOOL ACADEMIC PERFORMANCE

Abstract

Behavioral interventions are based on principles of observation, reinforcement, and modification of observable behaviors to promote academic performance. Desired behaviors are identified, and clear contingencies are established to increase their likelihood of occurrence. This approach relies on data and metrics to evaluate progress, adjust strategies, and guide pedagogical decision-making. Motivation arises when appropriate behaviors are followed by results perceived as valuable and achievable. Therefore, this essay adopts a qualitative, interpretive, and hermeneutic perspective, with the general objective of analyzing how the use of behavior management strategies has influenced the consolidation of academic performance. The results show that positive reinforcement is a central component of these interventions. Recognizing and rewarding progress, punctuality, participation, or quality of work can solidify effective habits. It is crucial that reinforcements be meaningful to each student and delivered in a timely manner to maintain the connection between effort and achievement. Furthermore, they must be consistent to avoid confusion and increase confidence in the learning process. These behaviors not only affect the person who originates them, but also alter the pace and quality of the pedagogical intervention.