Economics at your fingertips  

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

Kurtis Swope () and Pamela M. Schmitt

The Journal of Economic Education, 2006, vol. 37, issue 4, 387-394

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).

Date: 2006
References: Add references at CitEc
Citations: View citations in EconPapers (10) Track citations by RSS feed

Downloads: (external link) (text/html)
Access to full text is restricted to subscribers.

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:

Ordering information: This journal article can be ordered from

DOI: 10.3200/JECE.37.4.387-394

Access Statistics for this article

The Journal of Economic Education is currently edited by William Walstad

More articles in The Journal of Economic Education from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().

Page updated 2021-03-28
Handle: RePEc:taf:jeduce:v:37:y:2006:i:4:p:387-394