Intertemporal Consistency of Predictors of Students' Performance in Economics Courses: Bootstrapping a Structural Equation Model
Journal of the Academy of Business Education, Vol. 9, No. 4, pp. 72-88, 2008
27 Pages Posted: 2 Jun 2006 Last revised: 13 May 2009
Date Written: 2008
We use structural equation modelling in order to regress two factors describing cognitive abilities and a number of observable exogenous variables on the grade performance of students in economics courses at four half-year intervals. We apply a bootstrapping procedure in order to analyze the coefficients on the independent variables in the model. The results show that the predictive power of high school grades and other measures of cognitive abilities declines only slightly as students progress. In contrast, any gender differences among economics students are of a transitory nature.
Keywords: Educational Economics, School Choice
JEL Classification: I21, C33
Suggested Citation: Suggested Citation