The psychological effect of a math signal
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Título: | The psychological effect of a math signal |
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Autor/es: | Albarrán, Pedro | Battaglia, Marianna | Sartarelli, Marcello |
Grupo/s de investigación o GITE: | Economía Laboral y Econometría (ELYE) |
Centro, Departamento o Servicio: | Universidad de Alicante. Departamento de Fundamentos del Análisis Económico |
Palabras clave: | Achievement | Math | Regression discontinuity |
Área/s de conocimiento: | Fundamentos del Análisis Económico |
Fecha de publicación: | 30-dic-2021 |
Editor: | Elsevier |
Cita bibliográfica: | Economics of Education Review. 2022, 86: 102202. https://doi.org/10.1016/j.econedurev.2021.102202 |
Resumen: | This paper tests whether barely obtaining a pass score in at least one of two midterm tests has an effect on subsequent achievement in a Math course. To estimate the effect, we created a novel dataset by linking administrative and survey data on students at a medium size Spanish university and used a regression discontinuity design in which the cutoff is 5, i.e., the pass score in the national grading system. Although obtaining a score just equal to or barely greater than 5 in midterm tests has no immediate consequence for students, it may have a psychological effect by acting as a (de)motivating signal to study and pass the course, with the sign of the effect being unclear ex-ante. We find that obtaining a pass score in at least one midterm has a positive effect on the final exam score. The result seems to be explained by higher students’ motivation when jointly accounting for their effort. Overall, our results suggest that partly unexplored psychological mechanisms may help us deepen our understanding of the determinants of achievement in higher education. |
Patrocinador/es: | Financial support from the Spanish Ministerio de Economía y Competitividad (ECO2015-65820-P, ECO2016-77200-P and ECO2017-87069-P), Generalitat Valenciana (Research Projects Grupos 3/086), Spain and Instituto Valenciano de Investigaciones Económicas (IVIE), Spain is gratefully acknowledged. |
URI: | http://hdl.handle.net/10045/120945 |
ISSN: | 0272-7757 (Print) | 1873-7382 (Online) |
DOI: | 10.1016/j.econedurev.2021.102202 |
Idioma: | eng |
Tipo: | info:eu-repo/semantics/article |
Derechos: | © 2021 Elsevier Ltd. |
Revisión científica: | si |
Versión del editor: | https://doi.org/10.1016/j.econedurev.2021.102202 |
Aparece en las colecciones: | INV - ELYE - Artículos de Revistas |
Archivos en este ítem:
Archivo | Descripción | Tamaño | Formato | |
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Albarran_etal_2022_EconEducRev_final.pdf | Versión final (acceso restringido) | 1,35 MB | Adobe PDF | Abrir Solicitar una copia |
Albarran_etal_2022_EconEducRev_preprint.pdf | Preprint (acceso abierto) | 1,84 MB | Adobe PDF | Abrir Vista previa |
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