Do Students Respond to Their Grades? Evidence from Introductory Finance

Abstract

This paper uses weekly panel data for over 400 students in an introductory finance course to assess the extent to which students alter their study time in response to test grades. We find varying responses throughout the semester. Students did not alter their study time following the first exam. Following the second exam, study time went in the opposite direction of the average test score, while study time went in the same direction as the average test score following the third exam. (A2, G0)