Abstract
- This study examines factors associated with academic performance in introductory finance and economics classes in Spain and compares results to published outcomes with similar classes in the United States. Unlike in the US, the better-performing students in Spain are enrolled in the earliest morning classes, and inadequate sleep is not always significantly associated with lower grades. The Spanish students closer to graduation outperform their less-experienced peer, but the US students delaying taking the introductory class until closer to graduation do not typically do better, or worse. The number of hours worked per week outside the university is negatively associated with academic performance for students in both the US and Spain. The students enrolled in more classes in the US do better, though insignificant results along these lines are observed in Spain. These and other findings we report are important, as student and university needs are addressed.