Abstract
- We examine factors associated with grades in introductory finance and economics classes in Spain. We develop a new scale of relative sleep deprivation and convert the 10-point Spanish grading scale to the 4-point US scale to extend prior studies. We contrast our findings to earlier measures of student performance in the US. Unlike in the US, the better-performing students in Spain are enrolled in the earliest morning classes; also contrasting with the US, inadequate sleep is not always associated with lower grades in Spain. The Spanish student closer to graduation at first outperforms his less-experienced peer, but the US student delaying taking the introductory class until closer to graduation typically does no better, or worse. But another set of tests suggests the Spanish student taking the class closer to graduation may underperform. The number of hours worked negatively impacts grades in both the US and Spain. Finally, the student enrolled in more classes in the US, a proxy for the more motivated student, does better; however, insignificant results along these lines are found in Spain. Our findings are important as class schedules are developed and special student needs are anticipated, in both the US and Spain.