Attitudes towards Study Effort Response to Higher Grading Standards: Do Gender and Personality Distinctions Matter?

Lars Fallan, Leiv Opstad

Abstract


The purpose of this paper is to explore how gender and personality preferences affect student attitudes towards
effort response to higher grading standards.
Data collected from 150 economics and business students at a Scandinavian business school reveals that higher
grading standards enhance effort and time devoted to learning to a higher degree among male than female
students. Furthermore, personality dimensions from Myer-Briggs Type Indicator (MBTI) indicate that students
having extrovert, thinking and judging preferences respectively do respond more positively towards a harder
grading practice, compared to those who have introvert, feeling and perceiving preferences, respectively.
Further research is needed to see whether these findings are readily generalized, or whether they should be
interpreted in light of Scandinavian culture and business school settings.


Full Text: PDF DOI: 10.5539/jel.v1n2p179

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Journal of Education and Learning   ISSN 1927-5250 (Print)   ISSN 1927-5269 (Online)

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