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The Performance of Economics Graduates over the Entire Curriculum: The Determinants of Success

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  • Kurtis J. Swope
  • Pamela M. Schmitt
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    Abstract

    Most studies of the determinants of understanding in economics focus on performance in a single course or standardized exam. Taking advantage of a large data set available at the U.S. Naval Academy (USNA), the authors examined the performance of economics majors over an entire curriculum. They found that gender was not a significant predictor of grade point average in economics courses, but grades of male minority students were lower than their counterparts'. The USNA dataset also provides information on Scholastic Aptitude Test scores and personality variables, allowing exploration of their influence on performance. Students characterized as "judging types" (described as decisive, organized, and self-regimented) generally performed better than did students characterized as "perceiving types" (described as curious, adaptable, and spontaneous).

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    File URL: http://hdl.handle.net/10.3200/JECE.37.4.387-394
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    Bibliographic Info

    Article provided by Taylor & Francis Journals in its journal The Journal of Economic Education.

    Volume (Year): 37 (2006)
    Issue (Month): 4 (October)
    Pages: 387-394

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    Handle: RePEc:taf:jeduce:v:37:y:2006:i:4:p:387-394

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    Cited by:
    1. Carlos J. Asarta & Roger B. Butters & Andrew Perumal, 2013. "Success in Economics Major: Is it Path Dependent?," Working Papers 13-11, University of Delaware, Department of Economics.
    2. Lee E. Erickson & Patricia A. Erickson, 2013. "Predicting Student Performance Using Online One-Minute Papers," Journal for Economic Educators, Middle Tennessee State University, Business and Economic Research Center, vol. 13(1), pages 6-13, Fall.
    3. Carlos J. Asarta & Roger B. Butters & Eric Thompson, 2013. "The Gender Question in Economic Education: Is it the Teacher or the Test?," Working Papers 13-12, University of Delaware, Department of Economics.

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