Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/333832 
Erscheinungsjahr: 
2021
Quellenangabe: 
[Journal:] Journal of Business and Economic Studies (JBES) [ISSN:] 2576-3458 [Volume:] 25 [Issue:] 1 [Year:] 2021 [Pages:] 35-57
Verlag: 
Northeast Business and Economics Association (NBEA), Port Jefferson, NY
Zusammenfassung: 
This study examines the impact of economics education on student performance on the Educational Testing Service Major Field Test in Business. We demonstrate that grades in introductory microeconomics and macroeconomics courses have a positive relationship with overall exam performance as well as sub-scores in most content areas of the test. Furthermore, we use a measure of "extranormal" ability in economics and demonstrate its positive relationship to test performance. "Extranormal" ability represents the portion of course grades that cannot be explained by prior academic achievement. Finally, we show that the relationship between "extranormal" ability and exam performance is much more limited for female students than for male students.
Schlagwörter: 
Major Field Test in Business
MFT-B
standardized test performance
economics
gender
Creative-Commons-Lizenz: 
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Dokumentart: 
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