Academic achievement in sciences: the role of preferences and educative assets
Luis Gamboa (),
Mauricio RodrÃguez-Acosta () and
AndrÃ©s Felipe GarcÃa-Suaza ()
Authors registered in the RePEc Author Service: Andres Garcia-Suaza () and
Mauricio Rodríguez ()
Documentos de Trabajo from Universidad del Rosario
This paper provides new evidence on the effect of pupilÂ´s self-motivation andacademic assets allocation on the academic achievement in sciences acrosscountries. By using the Programme for International Student Assessment 2006 (PISA2006) test we find that both explanatory variables have a positive effect onstudentÂ´s performance. Self-motivation is measured through an instrumentthat allows us to avoid possible endogeneity problems. Quantile regression isused for analyzing the existence of different estimated coefficients over thedistribution. It is found that both variables have different effect on academicperformance depending on the pupilÂ´s score. These findings support theimportance of designing focalized programs for different populations,especially in terms of access to information and communication technologiessuch as internet.
Keywords: PISA; self-motivation; academic assets; academic achievement; Quantile regression (search for similar items in EconPapers)
JEL-codes: C21 H75 I21 I28 (search for similar items in EconPapers)
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Persistent link: https://EconPapers.repec.org/RePEc:col:000092:006701
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