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International Review of Economics Education最新文献

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University students, economics education, and self-interest. A systematic literature review 大学生、经济学教育和利己主义。系统的文献综述
IF 2.1 4区 经济学
International Review of Economics Education Pub Date : 2023-06-01 DOI: 10.1016/j.iree.2023.100266
Cristina Miragaya-Casillas , Raimundo Aguayo-Estremera , Alberto Ruiz-Villaverde
{"title":"University students, economics education, and self-interest. A systematic literature review","authors":"Cristina Miragaya-Casillas ,&nbsp;Raimundo Aguayo-Estremera ,&nbsp;Alberto Ruiz-Villaverde","doi":"10.1016/j.iree.2023.100266","DOIUrl":"https://doi.org/10.1016/j.iree.2023.100266","url":null,"abstract":"<div><p>There is an open debate in academia about whether economics students behave in a more self-interested manner than non-economics students. This debate is based on the assumption that economics students are exposed to the study of standard economic models. These models begin with a representative agent, the homo œconomicus, which is a rational optimizer that serves to satisfy their own self-interest. A systematic review was conducted to enhance this debate. Empirical studies that tested the existence of behavioral and/or attitudinal differences related to self-interest among university economics and non-economics students were included. The results provide evidence that economics students are more self-interested than non-economics students. This review has allowed us to highlight the limitations of the pre-existing scientific papers published to date. Primarily, the majority of studies have used cross-sectional data, and it is advisable to carry out more studies with longitudinal data.</p></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"43 ","pages":"Article 100266"},"PeriodicalIF":2.1,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50196195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Exploring an Undergraduate Learning Assistant (ULA) program’s impact on African American male student success 探索本科生学习助理（ULA）项目对非裔美国男学生成功的影响
IF 2.1 4区 经济学
International Review of Economics Education Pub Date : 2023-06-01 DOI: 10.1016/j.iree.2023.100265
LaTanya Brown-Robertson , Samantha Nichols
{"title":"Exploring an Undergraduate Learning Assistant (ULA) program’s impact on African American male student success","authors":"LaTanya Brown-Robertson ,&nbsp;Samantha Nichols","doi":"10.1016/j.iree.2023.100265","DOIUrl":"https://doi.org/10.1016/j.iree.2023.100265","url":null,"abstract":"<div><p>This study investigates the impact a historically black institution's (HBI) Undergraduate Learning Assistant (ULA)-peer-tutoring program-effecton African American male student success. The ULA program allows upper-level college students who have successfully completed lower-level economics and accounting courses to serve as peer tutors to undergraduate students by providing in-class support and out-of-class office hours. This paper seeks to tackle the causal effects of peer tutoring on African American male students' success in quantitative base courses at a predominately HBI. The results predict that an African American male students have a higher probability of passing an economics or accounting lower-level course if a ULA is present compared to if a ULA is not present. Educators can use these findings to design better university-wide interventions and classroom-based support for students to address the African American male achievement gap, specifically in quantitative-based courses.</p></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"43 ","pages":"Article 100265"},"PeriodicalIF":2.1,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50196194","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A critical review of recent economics pedagogy literature, 2020–2021 2020-2021年经济学教育学文献综述
IF 2.1 4区 经济学
International Review of Economics Education Pub Date : 2023-06-01 DOI: 10.1016/j.iree.2023.100264
Alvin Birdi , Steve Cook , Caroline Elliott , Ashley Lait , Tesfa Mehari , Max Wood
{"title":"A critical review of recent economics pedagogy literature, 2020–2021","authors":"Alvin Birdi ,&nbsp;Steve Cook ,&nbsp;Caroline Elliott ,&nbsp;Ashley Lait ,&nbsp;Tesfa Mehari ,&nbsp;Max Wood","doi":"10.1016/j.iree.2023.100264","DOIUrl":"https://doi.org/10.1016/j.iree.2023.100264","url":null,"abstract":"<div><p>This paper reviews journal articles in the area of economics teaching and learning published during the past two years, namely calendar years 2020 and 2021. Our intention is to provide scholars in economics departments with a critical and selective overview of some of the main trends and highlights of the scholarly literature as it pertains to economics pedagogy, curriculum and assessment.</p></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"43 ","pages":"Article 100264"},"PeriodicalIF":2.1,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50196196","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Learning labor economics through narrative interviews on the work that people do 通过对人们所做工作的叙述性采访学习劳动经济学
IF 2.1 4区 经济学
International Review of Economics Education Pub Date : 2023-06-01 DOI: 10.1016/j.iree.2023.100260
EeCheng Ong
{"title":"Learning labor economics through narrative interviews on the work that people do","authors":"EeCheng Ong","doi":"10.1016/j.iree.2023.100260","DOIUrl":"https://doi.org/10.1016/j.iree.2023.100260","url":null,"abstract":"<div><p>I implement in a labor economics course a project-based assignment involving narrative interviews on the work that people do. Through experiential learning, students investigate how social, political, and economic forces shape the evolution of an occupation. Students apply one or more of the three neoclassical models — the neoclassical model of labor-leisure choice, the neoclassical model of labor demand, and the neoclassical model of the labor market — to an occupation to explain why it is in decline. Furthermore, students hone their social skills through collaborating with their groupmates, conducting narrative interviews with strangers, and delivering a TED-style talk to their classmates. I draw on student presentations and reflections to demonstrate learning outcomes.</p></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"43 ","pages":"Article 100260"},"PeriodicalIF":2.1,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50196197","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Procrastination and grades: Can students be nudged towards better outcomes? 拖延症和成绩：能否促使学生取得更好的成绩？
IF 2.1 4区 经济学
International Review of Economics Education Pub Date : 2023-03-01 DOI: 10.1016/j.iree.2022.100256
Nicky Nicholls
{"title":"Procrastination and grades: Can students be nudged towards better outcomes?","authors":"Nicky Nicholls","doi":"10.1016/j.iree.2022.100256","DOIUrl":"https://doi.org/10.1016/j.iree.2022.100256","url":null,"abstract":"<div><p>This study starts by examining the relationship between procrastination and grades. I use a large sample (n = 17,241) of timed submissions of online assessments, where having multiple observations for each individual makes it possible to control for individual fixed effects. The data confirm a significant negative relationship between procrastination and grades. To address procrastination, two “nudges” encouraging earlier submission were tested with a smaller class group. The first was a communication about social norms relating to submission times; and the second was an information nudge highlighting grade disadvantages of late submission. Disappointingly, neither nudge led to earlier average submission times. This finding adds to a small body of work suggesting that nudges might be less effective when trying to change habitual behaviours.</p></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"42 ","pages":"Article 100256"},"PeriodicalIF":2.1,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50191356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
What a difference three years of economics education make: Evidence from lower stream schools in Germany 三年的经济学教育有什么不同：来自德国低流学校的证据
IF 2.1 4区 经济学
International Review of Economics Education Pub Date : 2023-03-01 DOI: 10.1016/j.iree.2022.100259
Mira Eberle , Luis Oberrauch
{"title":"What a difference three years of economics education make: Evidence from lower stream schools in Germany","authors":"Mira Eberle ,&nbsp;Luis Oberrauch","doi":"10.1016/j.iree.2022.100259","DOIUrl":"https://doi.org/10.1016/j.iree.2022.100259","url":null,"abstract":"<div><p><span>A large body of literature documents that school-based financial education generally improves financial knowledge, yet little is known about the effect of instruction in the broader economic domain. This paper evaluates the effect of a curriculum reform introducing mandatory economic education on economic competence and knowledge in German lower stream schools, in which students have lower socio-economic status and end up having lower incomes when entering the workforce. While we find small but positive effects on basic economic knowledge and interest in economic matters, we observe insignificant effects on competences, i.e., factual and procedural knowledge in the economic domain. Quantile regressions reveal that the effect on students’ knowledge is widely consistent across the entire distribution. With regard to socio-demographic characteristics, we observe strong </span>gender differences already before adulthood.</p></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"42 ","pages":"Article 100259"},"PeriodicalIF":2.1,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50169827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Adapting the case method in an economics capstone research course 在经济学顶点研究课程中运用案例方法
IF 2.1 4区 经济学
International Review of Economics Education Pub Date : 2022-11-01 DOI: 10.1016/j.iree.2022.100249
Brooks Depro, Kathryn Rouse
{"title":"Adapting the case method in an economics capstone research course","authors":"Brooks Depro,&nbsp;Kathryn Rouse","doi":"10.1016/j.iree.2022.100249","DOIUrl":"https://doi.org/10.1016/j.iree.2022.100249","url":null,"abstract":"<div><p><span>Recent research suggests educators can enhance the depth of capstone projects by assigning projects with real-world applications. We illustrate how the case method can be adapted for an undergraduate research experience course. We present an example case study project used in an economic consulting capstone course. Student teams receive a case </span>narrative<span> that includes a real-world request for a proposal. In response, they must formulate a research question, identify and analyze appropriate data to address it, and prepare several business memorandums, a final proposal, and an oral presentation to share their findings. We argue that while traditional undergraduate research helps students develop general data literacy and critical thinking skills, a case study format is better suited to simulate how these skills will be used once students enter their professional lives.</span></p></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"41 ","pages":"Article 100249"},"PeriodicalIF":2.1,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71855800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The impact of distributed homework on student outcomes 分配作业对学生成绩的影响
IF 2.1 4区 经济学
International Review of Economics Education Pub Date : 2022-11-01 DOI: 10.1016/j.iree.2022.100243
Sylvia Kuo
{"title":"The impact of distributed homework on student outcomes","authors":"Sylvia Kuo","doi":"10.1016/j.iree.2022.100243","DOIUrl":"https://doi.org/10.1016/j.iree.2022.100243","url":null,"abstract":"<div><p>Distributed practice improves learning by requiring the brain to expend extra effort retrieving prior learning after a time delay. I examine whether repeating the most troublesome homework question on the next assignment improves exam performance within one large upper-level undergraduate economics course. I compare exam outcomes of students enrolled in Fall 2017 as my control group (N = 136) with those of the intervention group in Spring 2018 (N = 163). Adjusting for differences in student characteristics, the intervention was associated with a statistically significant (at the 90% level) increase of 2.44% in final exam scores, with raw average scores of 84.6% versus 81.7%. No difference was found post-intervention in overall course scores, while small increases for midterms. Subgroup analysis suggests the benefits may accrue more to the strongest and weakest performers. Findings suggest that repeating troublesome problems could improve learning in economics.</p></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"41 ","pages":"Article 100243"},"PeriodicalIF":2.1,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71855805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Teaching with Twitter: An extension to the traditional learning environment. 推特教学:传统学习环境的延伸。
IF 2.1 4区 经济学
International Review of Economics Education Pub Date : 2022-11-01 DOI: 10.1016/j.iree.2022.100252
Paul Middleditch , Will Moindrot , Simon Rudkin
{"title":"Teaching with Twitter: An extension to the traditional learning environment.","authors":"Paul Middleditch ,&nbsp;Will Moindrot ,&nbsp;Simon Rudkin","doi":"10.1016/j.iree.2022.100252","DOIUrl":"https://doi.org/10.1016/j.iree.2022.100252","url":null,"abstract":"<div><p>Recent global events have forced a reexamination of the teaching tools that we make use of in higher education. We present our findings from a pilot, using Twitter as an extension to the learning environment for economics students at the University of Manchester and draw lessons for the use of this platform as part of a taught course. We suggest that, whilst popular in terms of personal adoption with students, the use of the Twitter platform is not empirically important for learning outcomes, with the important exception of where students have a history of lower performance. As a result, we suggest that targeted use may prove more warranted where the range of abilities is wide.</p></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"41 ","pages":"Article 100252"},"PeriodicalIF":2.1,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71855395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Do laptops in the classroom produce negative externalities? Evidence from a classroom field experiment 教室里的笔记本电脑会产生负面的外部性吗?来自课堂实地实验的证据
IF 2.1 4区 经济学
International Review of Economics Education Pub Date : 2022-11-01 DOI: 10.1016/j.iree.2022.100254
Kevin Meyer
{"title":"Do laptops in the classroom produce negative externalities? Evidence from a classroom field experiment","authors":"Kevin Meyer","doi":"10.1016/j.iree.2022.100254","DOIUrl":"https://doi.org/10.1016/j.iree.2022.100254","url":null,"abstract":"<div><p>This paper uses a semester-long field experiment to analyze the effect of the use of laptops in the classroom on a neighboring student’s ability to learn. Students were randomly assigned a seat during each lecture, creating random exposure to laptops. Each lecture concluded with a short quiz to assess learning outcomes. Simple OLS estimates show statistically significant but practically small effects of laptop exposure. However, these effects are not significant when using a panel data approach, suggesting they are the result of omitted variable bias.</p></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"41 ","pages":"Article 100254"},"PeriodicalIF":2.1,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71855385","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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