Factors Associated with Student Performance in Business Finance: An Empirical Study at a US Private Residential College

Abstract

Of the motivation factors studied (intended grade, intention to take Professional Certification exams, and intention to attend graduate school), the first two are significantly associated with student performance. None of the distraction factors (job hours, job type, and course load) has any significant negative effect on student performance. All prior ability factors (grades in financial accounting and macroeconomics courses, and GPA) have significant association with the student performance. Finally, from the self perceived ability factors (writing, math, reading, and listening), extra-curricular activities (internship, and participation in student organization,) and major, only math ability and major have significant association with student performance.