Do Students Respond to Their Grades? Evidence from Introductory Finance

Finley Edwards, Ernest S. Fletcher, Jr. and Charles North
Additional contact information
Ernest S. Fletcher, Jr.: Baylor University

Journal of Economic Insight, 2018, vol. 44, issue 2, 1-22

Abstract: This paper uses weekly panel data for over 400 students in an introductory finance course to assess the extent to which students alter their study time in response to test grades. We find varying responses throughout the semester. Students did not alter their study time following the first exam. Following the second exam, study time went in the opposite direction of the average test score, while study time went in the same direction as the average test score following the third exam.

JEL-codes: A2 G0 (search for similar items in EconPapers)
Date: 2018
References: Add references at CitEc
Citations:

There are no downloads for this item, see the EconPapers FAQ for hints about obtaining it.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:mve:journl:v:44:y:2018:i:2:p:1-22

Access Statistics for this article

Journal of Economic Insight is currently edited by Christopher Douglas and Joshua Lewer

More articles in Journal of Economic Insight from Missouri Valley Economic Association Contact information at EDIRC.
Bibliographic data for series maintained by Cullen Goenner ().