ERIC Number: ED310959
Record Type: RIE
Publication Date: 1989
The Difference in 'Thinking' among Students Who Like Economics.
Rhine, Sherrie L. W.; Parker, Darrell F.
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)
Publication Type: Reports - Research
Education Level: N/A
Audience: Teachers; Researchers; Practitioners
Authoring Institution: N/A