Rendimento Acadêmico, o que prediz (e o que não prediz): o caso dos alunos de Ciências Econômicas da UnB

LIMA, Luis C. F. (2011): Rendimento Acadêmico, o que prediz (e o que não prediz): o caso dos alunos de Ciências Econômicas da UnB.

Abstract

The analysis was based in 240 questionnaires answered by students of economics at University of Brasília. Using them, it was tried to make a whole description of the characteristics of these alumni and, in a second moment, to estimate econometric models to identify the causes of academic outcome, measured by the Grade Point Average (GPA) of UnB. The models showed that the amount of study and the frequency in classes are fundamental. Although, it did not find relationship between the participation in the campus social life and GPA. As in previous surveys, women presented better grades than men. Quota students, however, had lower GPAs than others. Finally, when a logistic regression was estimated to determine the probability of a fail, the time spent studying had little significance, as long as, the number of absences and subjects were the most important variables.

• Item Type: MPRA Paper
• English Title: Academic Outcome, what predicts(and what does not): the case of Economics alumni from University of Brasilia
• Language: Portuguese
• Keywords: Academic Outcome; Higher Education; Econometrics; OLS; MLE
• Subjects: I - Health, Education, and Welfare > I2 - Education and Research Institutions > I21 - Analysis of Education; I - Health, Education, and Welfare > I2 - Education and Research Institutions > I23 - Higher Education ; Research Institutions; C - Mathematical and Quantitative Methods > C2 - Single Equation Models ; Single Variables > C21 - Cross-Sectional Models ; Spatial Models ; Treatment Effect Models ; Quantile Regressions; C - Mathematical and Quantitative Methods > C2 - Single Equation Models ; Single Variables > C25 - Discrete Regression and Qualitative Choice Models ; Discrete Regressors ; Proportions ; Probabilities

References

ANDIFES. Perfil Socioeconômico e Cultural dos Estudantes de Graduação das Universidades Federais Brasileiras. Julho de 2011.

BANDURA, Albert; MARTINEZ-PONS, Manuel; ZIMMERMAN, Barry J. Self-Motivation for Academic Attainment: The Role of Self-Efficacy Beliefs and Personal Goal Setting. American Educational Research Journal, Vol.29, No.3, p.663-676. 1992.

BRADBURN, Norman M.; SUDMAN, Seymour. Effects of Time and Memory Factors on Response in Surveys. Journal of the American Statistical Association, Vol.68, No. 344, 805-815, 1973.

BOUND, John; BROWN, Charles; MATHIOWETZ, Nancy. Measurement Error in Survey Data. Handbook of Econometrics, Vol. 5, No.1, 2001.

BRINT, Steven; CANTWELL, Alisson M. Undergraduate Time Use and Academic Outcomes. Research and Occasional Paper Series of the Center for Studies in Higher Education, University of California, Berkeley, 2008.

DOWDALL, George W.; GLEDHILL-HOYT, Jeana; LEE, Hang; MAENNER, Gretchen; WECHSLER, Henry. Changes in Binge Drinking and Related Problems Among American College Students Between 1993 and 1997. College Health, Vol.47, No.1, 1998.

DURAND, Ann; RAU, William. The Academic Ethic and College Grades: Does Hard Work Help Students to ``Make the Grade"?. Sociology of Education, Vol.73, No.1, p.19-38, 2000.

ETHERIDGE, Barbara; OLSON, Camile; SHUMAN, Howard; WALSH, Edward. Effort and Reward: The Assumption that College Grades are affected by Quantity of Study. Social Forces, Vol.63, No.4, p.945-966, 1985.

FRANCIS, Andrew M.; TANNURI-PIANTO, Maria. Using Brazil's Racial Continuum to Examine the Short-Term of Affirmative Action in Higher Education. Journal of Human Resources. In Press.

IBGE; Censo 2010; Brasília, 2011.

KEITH, Timothy Z. Time Spent on Homework and High School Grades: A Large Sample Path Analysis. Journal of Educational Psychology, Vol.74, No.2, p.248-253, 1982.

LAVRAKAS, Paul. Encyclopedia of Survey Research Methods. United States of America. SAGE Publications. 2008.

LOPUS, Jane S.; MAXWELL, Nan L. The Lake Wobegon Effect in Student Self-Reported Data. The American Economic Review, Vol.84, No.2, p.201-205, 1994.

MICHAELS, James W.; MIETHE, Terance D. Academic Effort and College Grades. Social Forces, Vol.68, No.1, p.309-319, 1989.

OECD. Education at a Glance 2011. OECD Publications. Setembro de 2011.

STINEBRICKNER, Ralph; STINEBRICKNER, Todd R. Time-Use and College Outcomes. Journal of Econometrics, Vol. 121, No.1, p.243-269, 2004.

STINEBRICKNER, Ralph; STINEBRICKNER, Todd R. The Causal Effect of Studying on Academic Performance. The B.E. Journal of Economic Analysis & Policy, Vol.8, No.1, p.1-53, 2008.

VELLOSO, Jacques. Curso e Concurso: Rendimento na Universidade e Desempenho em um Vestibular com Cotas da UnB. NESUB e Faculdade de Educação da UnB. 2006.

WHITE, Karl R. The Relation Between Socioeconomic Status and Academic Achievement. Psychological Bulletin, Vol.91, No.3, p.461-481, 1982.

WILSON, Mark L.; ZIETZ, Joachim. Systematic Bias in Student Self-Reported Data. Journal for Economic Education, Vol.4, No.4, p.13-19, 2004.

WOOLDRIDGE, Jeffrey M. Introdução à Econometria, Uma Abordagem Moderna. Tradução: José Antônio Ferreira. 4ª Edição. São Paulo. Cengage Learning. 2010.