Student Motivation and Performance: Evidence Based On Introductory Economics Classes
Abstract: A number of studies in economics, education and psychology literature have examined the link between student motivation and educational performance. This paper extends this literature by examining if more motivated students take morning, as opposed to afternoon classes. Based on data for 947 students for 10 pairs of three different introductory economics classes, this study does not find a compelling evidence for such a hypothesis. Instead, the study suggests that the students taking afternoon classes may be more motivated.
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Authors: Robin McCutcheon, Anandi P. Sahu