Research output

Time preferences, study effort, and academic performance

Research output: Working paperProfessional

Standard

Time preferences, study effort, and academic performance. / Non, J.A.; Tempelaar, D.T.

Maastricht : GSBE, 2014. (GSBE Research Memorandum; No. 012).

Research output: Working paperProfessional

Harvard

Non, JA & Tempelaar, DT 2014 'Time preferences, study effort, and academic performance' GSBE Research Memorandum, no. 012, GSBE, Maastricht.

APA

Non, J. A., & Tempelaar, D. T. (2014). Time preferences, study effort, and academic performance. (GSBE Research Memorandum; No. 012). Maastricht: GSBE.

Vancouver

Non JA, Tempelaar DT. Time preferences, study effort, and academic performance. Maastricht: GSBE. 2014 Jan 1. (GSBE Research Memorandum; 012).

Author

Non, J.A. ; Tempelaar, D.T. / Time preferences, study effort, and academic performance. Maastricht : GSBE, 2014. (GSBE Research Memorandum; 012).

Bibtex

@techreport{a30d3728db29404cba4cac10d9fba693,
title = "Time preferences, study effort, and academic performance",
abstract = "We analyze the relation between time preferences, study effort, and academic performance among first-year Business and Economics students. Time preferences are measured by stated preferences for an immediate payment over larger delayed payments. Data on study efforts are derived from an electronic learning environment, which records the amount of time students are logged in and the fraction of exercises completed. Our third measure of study effort is participation in an on-line summer course. We find that impatient students show weaker performance, but the consequences are relatively mild. Impatient students obtain lower grades and fail first sit exams more often, but they do not obtain significantly fewer study credits, nor are they more likely to drop out as a result of obtaining fewer study credits than required. We find a weak negative relationship between impatience and study effort. Differences in study effort therefore cannot explain impatient students’ lower academic performance.",
author = "J.A. Non and D.T. Tempelaar",
year = "2014",
month = "1",
day = "1",
language = "English",
series = "GSBE Research Memorandum",
publisher = "GSBE",
number = "012",
type = "WorkingPaper",
institution = "GSBE",

}

RIS

TY - UNPB

T1 - Time preferences, study effort, and academic performance

AU - Non, J.A.

AU - Tempelaar, D.T.

PY - 2014/1/1

Y1 - 2014/1/1

N2 - We analyze the relation between time preferences, study effort, and academic performance among first-year Business and Economics students. Time preferences are measured by stated preferences for an immediate payment over larger delayed payments. Data on study efforts are derived from an electronic learning environment, which records the amount of time students are logged in and the fraction of exercises completed. Our third measure of study effort is participation in an on-line summer course. We find that impatient students show weaker performance, but the consequences are relatively mild. Impatient students obtain lower grades and fail first sit exams more often, but they do not obtain significantly fewer study credits, nor are they more likely to drop out as a result of obtaining fewer study credits than required. We find a weak negative relationship between impatience and study effort. Differences in study effort therefore cannot explain impatient students’ lower academic performance.

AB - We analyze the relation between time preferences, study effort, and academic performance among first-year Business and Economics students. Time preferences are measured by stated preferences for an immediate payment over larger delayed payments. Data on study efforts are derived from an electronic learning environment, which records the amount of time students are logged in and the fraction of exercises completed. Our third measure of study effort is participation in an on-line summer course. We find that impatient students show weaker performance, but the consequences are relatively mild. Impatient students obtain lower grades and fail first sit exams more often, but they do not obtain significantly fewer study credits, nor are they more likely to drop out as a result of obtaining fewer study credits than required. We find a weak negative relationship between impatience and study effort. Differences in study effort therefore cannot explain impatient students’ lower academic performance.

M3 - Working paper

T3 - GSBE Research Memorandum

BT - Time preferences, study effort, and academic performance

PB - GSBE

CY - Maastricht

ER -