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Quasi-Experimental Evidence of Peer Effects in First-Year Economics Courses at a Chinese University

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  • Qihui Chen
  • Guoqiang Tian
  • Tade O. Okediji

Abstract

The authors of this article implement a quasi-experimental strategy to estimate peer effects in economic education by exploiting the institutional setting in a large public university in China, where roommates are randomly assigned conditional on a student's major and province of origin. They found significant impacts of peer academic quality, measured as roommates' average scores on the national College Entrance Exam, on first-year economics students' scores in first-year microeconomics, macroeconomics, and accounting courses. They also found nonlinearity in peer effects: Roommates' academic ability has significant effects for academically weak students but not for academically strong students.

Suggested Citation

  • Qihui Chen & Guoqiang Tian & Tade O. Okediji, 2014. "Quasi-Experimental Evidence of Peer Effects in First-Year Economics Courses at a Chinese University," The Journal of Economic Education, Taylor & Francis Journals, vol. 45(4), pages 304-319, December.
    • Handle: RePEc:taf:jeduce:v:45:y:2014:i:4:p:304-319
    DOI: 10.1080/00220485.2014.946546
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    Cited by:

    1. Qihui Chen & Tade Okediji & Tian Guoqiang, 2015. "Exploiting Regression-Discontinuity Design to Estimate Peer Effects in College – The Case of Class Attendance," Economics Bulletin, AccessEcon, vol. 35(3), pages 1563-1571.
    2. Chen, Qihui, 2020. "Am I Late for School? Peer Effects on Delayed School Entry in Rural Northwestern China," 2020 Annual Meeting, July 26-28, Kansas City, Missouri 304415, Agricultural and Applied Economics Association.

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