Measuring Student Scholastic Effort: An Economic Theory of Learning Approach

Wetzel, James N.

doi:10.1080/00220485.1977.10845453

Cited by 9 publications

(2 citation statements)

References 11 publications

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“…This proposition is illustrated by Figure 2(b) if the C 1 , C 1 ,, and C 2 curves are viewed as applying to different students taking the same course. Wetzel [ 14] found that only those students who expected or received an A in a particular course exhibited more effort than other students in the course. This finding probably reflects differences in student goals and the level of total effort devoted to all courses by students earning A's.…”

Section: Implications Of the Model For Course Evaluations And Ratingsmentioning

confidence: 99%

“…Such measures are indispensable in attempts to determine the factors underlying student learning in any discipline, since student learning is the product of these two variables. Two recent studies [6] [ 14] have utilized this relationship to develop the following empirical measure of student effort: E = Student Learning/SAT. These studies implicitly assumed that SAT scores are a suitable surrogate for the student learning rate in introductory economics, since Student Learning was measured by several TUCE-related measures oflearning.…”

Section: Implications For Empirical Measures Of Student Effort and Lementioning

confidence: 99%

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Student Effort, Learning, and Course Evaluation

Needham

1978

The Journal of Economic Education

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IntroductionA number of recent papers have emphasized that determinants of student learning and the relationship between learning and student evaluations of teachers and courses (SETs) can be satisfactorily understood only within the context of a behavioral model in which students and teachers are treated as rational individuals intent on maximizing their own satisfaction. 1 This paper develops a general model of student allocation of effort among courses that incorporates constraints on student time and ability, curricular choices open to students, and information concerning course characteristics . The model provides a framework for clarifying the relationship among student learning, course evaluation, and various course characteristics and for interpreting the often conflicting results of statistical studies relating to these factors. By providing a basis for understanding the implications of teachers' choice of subject matter and grading practices, the model fills a void in the existing literature. In addition, the model provides the rationale for empirical measures of student effort and learning rate superior to those currently available. 2

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Section: Implications Of the Model For Course Evaluations And Ratingsmentioning

confidence: 99%

Section: Implications For Empirical Measures Of Student Effort and Lementioning

confidence: 99%