This article evaluates the impact of loss aversion as a behavioral motivator on students classroom performance. Conducting an experiment with University of Kentucky undergraduate students, the authors framed student grades as a loss and gain. In treatment sections, the students began with full marks and lost points as the semester progressed, whereas in control sections, under a traditional grading scheme, students accumulated points throughout the semester. We find that treated individuals, on average, do not have a statistically different final grade than individuals in the control class. However, we uncover a heterogeneous gender effect. On average, a male in the treatment class scores between 3.17 and 4.05 percentage points higher on the final grade than a male in the control class, ceteris paribus. Conversely, a female in the treatment class scores between 3.61 and 4.36 percentage points lower on the final grade than a comparable female in the control class. JEL Classification: A

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This study investigates whether gender differences in SET vary over the course of a semester, particularly in response to feedback from the instructor. We survey principles of economics courses at multiple institutions three times during the semester to analyze whether the evaluations of male and female instructors change throughout the term, specifically after the first exam is returned. Results indicate a negative effect on evaluations for female instructors relative to male instructors associated with returning grades. This work shows the importance of understanding the dynamics of changes in evaluations within a course over the semester.