How to reason with economic concepts: cognitive process of Japanese undergraduate students solving test items

Tadayoshi Asano, Michio Yamaoka

Research output: Contribution to journalArticle

5 Citations (Scopus)

Abstract

The authors administered a Japanese version of the Test of Understanding in College Economics, the fourth edition (TUCE-4) to assess the economic literacy of Japanese undergraduate students in 2006 and 2009. These two test results were combined to investigate students' cognitive process or reasoning with specific economic concepts and principles as measured by the TUCE-4 micro and macro exams. At first, the authors conducted preliminary analyses of the test results by means of an one-way analysis of variance and a multiple regression analysis, assuming five factors would affect the test scores: student's gender, year in school, department he/she belongs to, economics learning and the deviation score of school. Then those factors were inputted into the path analysis, according to causal models devised by the authors, to explore student's reasoning mechanism of economic concepts and principles. The results from this analysis showed whether the causal models were fit for their actual cognitive process or not.

Original languageEnglish
Pages (from-to)412-436
Number of pages25
JournalStudies in Higher Education
Volume40
Issue number3
DOIs
Publication statusPublished - 2015 Mar 16

Fingerprint

economics
student
path analysis
analysis of variance
edition
school
regression analysis
literacy
gender
learning

Keywords

  • economic reasoning
  • path analysis
  • TUCE-4

ASJC Scopus subject areas

  • Education

Cite this

How to reason with economic concepts : cognitive process of Japanese undergraduate students solving test items. / Asano, Tadayoshi; Yamaoka, Michio.

In: Studies in Higher Education, Vol. 40, No. 3, 16.03.2015, p. 412-436.

Research output: Contribution to journalArticle

@article{9b68de32fea443adbaacff8cb20441df,
title = "How to reason with economic concepts: cognitive process of Japanese undergraduate students solving test items",
abstract = "The authors administered a Japanese version of the Test of Understanding in College Economics, the fourth edition (TUCE-4) to assess the economic literacy of Japanese undergraduate students in 2006 and 2009. These two test results were combined to investigate students' cognitive process or reasoning with specific economic concepts and principles as measured by the TUCE-4 micro and macro exams. At first, the authors conducted preliminary analyses of the test results by means of an one-way analysis of variance and a multiple regression analysis, assuming five factors would affect the test scores: student's gender, year in school, department he/she belongs to, economics learning and the deviation score of school. Then those factors were inputted into the path analysis, according to causal models devised by the authors, to explore student's reasoning mechanism of economic concepts and principles. The results from this analysis showed whether the causal models were fit for their actual cognitive process or not.",
keywords = "economic reasoning, path analysis, TUCE-4",
author = "Tadayoshi Asano and Michio Yamaoka",
year = "2015",
month = "3",
day = "16",
doi = "10.1080/03075079.2015.1004240",
language = "English",
volume = "40",
pages = "412--436",
journal = "Studies in Higher Education",
issn = "0307-5079",
publisher = "Routledge",
number = "3",

}

TY - JOUR

T1 - How to reason with economic concepts

T2 - cognitive process of Japanese undergraduate students solving test items

AU - Asano, Tadayoshi

AU - Yamaoka, Michio

PY - 2015/3/16

Y1 - 2015/3/16

N2 - The authors administered a Japanese version of the Test of Understanding in College Economics, the fourth edition (TUCE-4) to assess the economic literacy of Japanese undergraduate students in 2006 and 2009. These two test results were combined to investigate students' cognitive process or reasoning with specific economic concepts and principles as measured by the TUCE-4 micro and macro exams. At first, the authors conducted preliminary analyses of the test results by means of an one-way analysis of variance and a multiple regression analysis, assuming five factors would affect the test scores: student's gender, year in school, department he/she belongs to, economics learning and the deviation score of school. Then those factors were inputted into the path analysis, according to causal models devised by the authors, to explore student's reasoning mechanism of economic concepts and principles. The results from this analysis showed whether the causal models were fit for their actual cognitive process or not.

AB - The authors administered a Japanese version of the Test of Understanding in College Economics, the fourth edition (TUCE-4) to assess the economic literacy of Japanese undergraduate students in 2006 and 2009. These two test results were combined to investigate students' cognitive process or reasoning with specific economic concepts and principles as measured by the TUCE-4 micro and macro exams. At first, the authors conducted preliminary analyses of the test results by means of an one-way analysis of variance and a multiple regression analysis, assuming five factors would affect the test scores: student's gender, year in school, department he/she belongs to, economics learning and the deviation score of school. Then those factors were inputted into the path analysis, according to causal models devised by the authors, to explore student's reasoning mechanism of economic concepts and principles. The results from this analysis showed whether the causal models were fit for their actual cognitive process or not.

KW - economic reasoning

KW - path analysis

KW - TUCE-4

UR - http://www.scopus.com/inward/record.url?scp=84924858251&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84924858251&partnerID=8YFLogxK

U2 - 10.1080/03075079.2015.1004240

DO - 10.1080/03075079.2015.1004240

M3 - Article

AN - SCOPUS:84924858251

VL - 40

SP - 412

EP - 436

JO - Studies in Higher Education

JF - Studies in Higher Education

SN - 0307-5079

IS - 3

ER -