The Folly Of Dillydally
AbstractUsing information from on-line graded assignments in an intermediate microeconomics course, we find that non-procrastinators (both early-starters and front-loaders) obtain higher scores than their dillydallying counterparts. We also find that while busier students tend to start their assignments earlier, they nevertheless back-load the bulk of their effort.
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Bibliographic InfoPaper provided by Utah State University, Economics Department in its series Economics Research Institute, ERI Series with number 28341.
Date of creation: 2004
Date of revision:
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- A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate
- C23 - Mathematical and Quantitative Methods - - Single Equation Models; Single Variables - - - Models with Panel Data; Spatio-temporal Models
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