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Heterogeneous gender effects under loss aversion in the economics classroom: A field experiment
Author(s) -
ApostolovaMihaylova Maria,
Cooper William,
Hoyt Gail,
Marshall Emily C.
Publication year - 2015
Publication title -
southern economic journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.762
H-Index - 58
eISSN - 2325-8012
pISSN - 0038-4038
DOI - 10.1002/soej.12068
Subject(s) - ceteris paribus , grading (engineering) , percentage point , class (philosophy) , psychology , mathematics education , loss aversion , demography , social psychology , statistics , economics , mathematics , sociology , computer science , microeconomics , biology , ecology , artificial intelligence
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.