Gender, risk aversion, and the "COVID" grading option in a principles of economics course

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dc.contributor.authorTrost, Steveen
dc.contributor.authorWooten, Jadrianen
dc.date.accessioned2024-02-21T14:49:42Zen
dc.date.available2024-02-21T14:49:42Zen
dc.date.issued2023-05-12en
dc.description.abstractAs the COVID-19 pandemic swept across the United States, colleges and universities faced the challenge of completing the academic term. Many institutions offered students the option of a "credit/no credit" grading system, which wouldn't affect their GPA. In this study, we examine which student characteristics are correlated with the decision to choose this grading option over a traditional letter grade. Our findings show that female students, particularly those with lower course grades, were more likely to opt for the "credit/no credit" option than male students. This aligns with previous research indicating that female students tend to be more risk-averse, particularly in economics courses.en
dc.description.versionAccepted versionen
dc.format.extent4 page(s)en
dc.format.mimetypeapplication/pdfen
dc.identifier.doihttps://doi.org/10.1080/13504851.2023.2212960en
dc.identifier.eissn1466-4291en
dc.identifier.issn1350-4851en
dc.identifier.orcidWooten, Jadrian [0000-0002-7838-9349]en
dc.identifier.urihttps://hdl.handle.net/10919/118076en
dc.language.isoenen
dc.publisherRoutledgeen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectGenderen
dc.subjectconfidenceen
dc.subjectrisken
dc.subjectteaching economicsen
dc.titleGender, risk aversion, and the "COVID" grading option in a principles of economics courseen
dc.title.serialApplied Economics Lettersen
dc.typeArticle - Refereeden
dc.type.dcmitypeTexten
dc.type.otherArticleen
dc.type.otherEarly Accessen
dc.type.otherJournalen
pubs.organisational-group/Virginia Techen
pubs.organisational-group/Virginia Tech/Scienceen
pubs.organisational-group/Virginia Tech/Science/Economicsen

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