Table of Contents

Locus of Control, Student Motivation, and Achievement in Principles of Microeconomics

Ahmad A. Kader, University of Nevada, Las Vegas - College of Business - Department of Economics

Comparative Economics Systems in the Undergraduate Curriculum

Marianne Johnson, University of Wisconsin - Oshkosh - Department of Economics
Alexander Kovzik, University of Wisconsin - Oshkosh

Student Effort and Learning Outcomes in Principles of Microeconomics Courses

Naranchimeg Mijid, Central Connecticut State University - Department of Economics


ECONOMICS EDUCATOR: COURSES, CASES & TEACHING eJOURNAL

"Locus of Control, Student Motivation, and Achievement in Principles of Microeconomics" Free Download
American International Journal of Contemporary Research, Vol. 4, No. 9; September 2014

AHMAD A. KADER, University of Nevada, Las Vegas - College of Business - Department of Economics
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In the principles of microeconomics class that I taught during the summer of 2013, 44 out of 48 students participated in the completion of 5 questionnaires and a survey describing student characteristics. The questionnaires include: a 29-item Locus of Control Scale, a 12-item Achievement Goal Scale, a 19-item Test Anxiety Scale, a 16-item Procrastination Scale, and a 5-item Fear of Failure Scale. Using locus of control, the class was divided into two equal-sized groups of 22 students by a median split of 8.5. Those who scored 8 and below were treated as internals and those who scored 9 and above were treated as externals. The results of this study show that internals achieved better academically, suffered less from debilitating test anxiety, scored higher on a mastery approach, spent more hours working, and tended more to be of white ethnicity than externals. The regression results show that the locus of control variable has a negative and significant effect on the exam average.

"Comparative Economics Systems in the Undergraduate Curriculum" Free Download

MARIANNE JOHNSON, University of Wisconsin - Oshkosh - Department of Economics
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ALEXANDER KOVZIK, University of Wisconsin - Oshkosh
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This study reports on the status of Comparative Economics Systems (CES) courses in the U.S. undergraduate economics curriculum. The treatment of CES topics in introductory courses is examined through a survey of standard textbooks; findings indicate that the education of American students is highly parochial compared to international peers. To evaluate the status of CES at the advanced undergraduate level, we rely on survey data, searches of course catalogs, and an evaluation of available textbooks. We find course offerings in CES have declined noticeably since Foley and Pyle’s (2003) survey, with departments shifting to courses that study the economics of specific regions or countries. We suggest this is a mistaken strategy. Rather than considering comparative economics systems as a niche course, a subset of theories of economic development or of the peculiarities of cross-country studies, we argue that economics is comparative by definition. Accepting this premise suggests we need to think of new methods for treating traditional subjects and the way comparative economic systems is taught.

"Student Effort and Learning Outcomes in Principles of Microeconomics Courses" Free Download

NARANCHIMEG MIJID, Central Connecticut State University - Department of Economics
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The purpose of this study is to examine a controversial debate whether students who spend more time on completing the assignments perform better. More specifically, the study investigates the relationship between the time spent (as a measure of students' efforts) on an assignment and students' learning outcomes. The study uses a unique dataset with the students’ out-of-class activities in Principles of Microeconomics courses between Fall 2012 and Spring 2013 downloaded from Aplia, an online learning environment.

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Economics Educator: Courses, Cases & Teaching eJournal

SAM ANTHONY ALLGOOD
Associate Professor of Economics, University of Nebraska at Lincoln - Department of Economics

WILLIAM L. GOFFE
Associate Professor of Economics, SUNY Oswego - Department of Economics

PAUL W. GRIMES
Dean, Kelce College of Business, Pittsburg State University, Emeritus Professor of Economics, Mississippi State University - College of Business

KIMMARIE MCGOLDRICK
Professor of Economics, University of Richmond - E. Claiborne Robins School of Business

MICHAEL W. WATTS
Professor of Economics and Director of the Center for Economic Education, Purdue University - Department of Economics