The Difference in 'Thinking' among Students Who Like Economics

Economists use nonrandom sampling and self-selectivity models to analyze a variety of issues. Individuals are not homogeneous and self-select into those alternatives where they have a comparative advantage. Examples where self-selection models have been applied include analyzing schooling, labor sup...

Full description

Saved in:
Bibliographic Details
Main Authors Rhine, Sherrie L. W, Parker, Darrell F
Format Report
LanguageEnglish
Published 1989
Subjects
Background
Course Selection (Students)
Data Analysis
Economics
Economics Education
Secondary Education
Socioeconomic Influences
Student Motivation
Online AccessGet full text

Cover

More Information
Summary:Economists use nonrandom sampling and self-selectivity models to analyze a variety of issues. Individuals are not homogeneous and self-select into those alternatives where they have a comparative advantage. Examples where self-selection models have been applied include analyzing schooling, labor supply, and career choices. A student's predisposition toward economics can be measured based on the following factors: (1) prior exposure to economics; (2) motivation to study the subject; (3) existing level of economic sophistication; (4) grade level; and (5) poverty, gender, race, and region. Although motivation is the most significant variable, students who have previously taken an economics class are less likely to have a preference toward economics. Many of the socioeconomic and personal attributes do not significantly influence the students' pre-existing preference for economics. Data are supplied by the National Center for Research and Evaluation in Economic Education (Lincoln, Nebraska), taken from the National Database for Economic Education Research: 1986 Matched Pre/Post Senior High School Data. (PPB)