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Student leadership and academic performance

Author

Listed:
  • Deng, Weiguang
  • Li, Xue
  • Wu, Huayun
  • Xu, Guozheng

Abstract

There have been few studies in the past on how student leadership experience influences academic performance and none that offer a detailed study of the short- and long-run effects of such experience. In this study, we extend the investigation, using a unique panel dataset to thoroughly explore this effect and achieve the following findings. First, the ordinary least squares and fixed-effects estimates, as well as propensity-score matching analyses, suggest that being a leader can enhance academic performance in both the short and long run. Second, student leadership experience in primary school most effectively improves contemporary academic achievement. Third, compared with class commissaries and delegates, the position of class monitor is usually more conducive for promoting academic performance. Fourth, holding a leader position reduces study time but improves learning autonomy; the latter outweighs the former, thereby enhancing academic performance.

Suggested Citation

  • Deng, Weiguang & Li, Xue & Wu, Huayun & Xu, Guozheng, 2020. "Student leadership and academic performance," China Economic Review, Elsevier, vol. 60(C).
    • Handle: RePEc:eee:chieco:v:60:y:2020:i:c:s1043951x19301506
    DOI: 10.1016/j.chieco.2019.101389
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    References listed on IDEAS

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    Cited by:

    1. Peter Ainsworth & Tom McKenzie, 2020. "On the benefits of risk‐sharing for post‐COVID higher education in the United Kingdom," Economic Affairs, Wiley Blackwell, vol. 40(3), pages 446-453, October.
    2. Cai, Guowei & Deng, Weiguang & Li, Xue, 2023. "Student leadership experience and job accessibility: An experiment from China," China Economic Review, Elsevier, vol. 78(C).

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