| dc.description.abstract |
Rapid economic development in the last decades has increased requirements for citizens to participate in a complex economic environment. Thus, economic education becomes more and more relevant to make decisions in everyday life. However, the fear of indoctrination toward a neo-classical paradigm caused objections regarding the school subject economics. One reason for this are different attitudes and values of economics students, as previous research seems to be in agreement that economists and economics students behave differently than other individuals (e.g., Carter & Irons, 1991; R. H. Frank et al., 1993, 1996; Haucap & Müller, 2014; Marwell & Ames, 1981; Rubinstein, 2006). However, to date, sources for these differences are poorly understood and the discussion about indoctrination and self-selection has not yet been concluded. This ongoing conflict between the importance of economic education and the fear of indoctrination makes it particularly relevant to further investigate characteristics and attitudes of economics students already at the high school level. The research collects data from grade 11 and 12 students (n=426), examining personality traits, preferences, normative attitudes towards economics and interest in economics. In order to investigate which variables may explain the decision to elect economics a regression has been conducted. Consistent with previous findings, there is a significant gender gap with being male positively influencing the election of economics. Regarding attitudes, preferences and personality traits, only slight differences between students with the subject economics and other students are evident. The results are partly surprising in showing that economics students’ social preferences do not differ from others as based on previous findings, a less social behavior could be expected. |
de_DE |
