Intertemporal Consistency of Predictors of Students' Performance in Economics Courses: Bootstrapping a Structural Equation Model

Richter, Ansgar; Trede, Mark M.

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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

See all articles by Ansgar Richter

Ansgar Richter

University of Liverpool - Management School (ULMS)

Mark M. Trede

University of Münster - Faculty of Economics

Date Written: 2008

Abstract

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

Richter, Ansgar and Trede, Mark M., Intertemporal Consistency of Predictors of Students' Performance in Economics Courses: Bootstrapping a Structural Equation Model (2008). Journal of the Academy of Business Education, Vol. 9, No. 4, pp. 72-88, 2008, Available at SSRN: https://ssrn.com/abstract=905807