Impatience and grades: Delay-discount rates correlate negatively with college GPA
By Gordon C. Winston, K. Kirby, Mariana Santiesteban. 2002
220 citations recorded by the source corpus.
Subfields: Accounting, Economics and Econometrics, General Decision Sciences
View Paper: https://www.semanticscholar.org/paper/dcd87f1ee6f10d6b2090053ed85e123a8c2f166a
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Citations in the corpus
- Are Risk Aversion and Impatience Related to Cognitive Ability? (2009, unknown): “(1990), Kirby et al. (2005), Parker and Fischoff (2005). A recent meta-analysis concludes that overall there is a weak to moderate relationship between cognitive ability and patience (see Shamosh and Gray, 2007). 4 One exception is the study by Monterosso et al. (2001), on impatience of cocaine addi”
- The Relationship between Genes, Psychological Traits, and Political Participation (2014, unknown): “19 The variance components as well as the thresholds are estimated via maximum likelihood.”
- The Behavioralist Goes to School: Leveraging Behavioral Economics to Improve Educational Performance. NBER Working Paper No. 18165. (2012, unknown): “2Previous studies find a negative correlation between hyperbolic discount rates and educational outcomes (Kirby et al. 2002, Kirby et al. 2005).”
- The relationship of academic self-efficacy to class participation and exam performance (2011, unknown): “, organization, responsibility, and initiative) (Demoulin and Walsh 2002; Kirby et al. 2005; Zimmerman and Schunk 1989).”
- Dissociable neural representations of future reward magnitude and delay during temporal discounting (2009, unknown): “Individuals vary widely in the rate at which they discount future rewards, and these variations correlate with real-world behavior ranging from impatience to scholastic performance to substance abuse (Bickel and Marsch, 2001; Kirby et al., 2005; Reynolds, 2006).”
- Sex differences in impulsivity: a meta-analysis. (2011, background): “*Kollins, S.H. (2003). Delay discounting is associated with substance use in college students.”
- Cognitive (ir)reflection: New experimental evidence☆ (2016, background): “These measures vary from school and college performance, such as the Grade Point Average (GPA, Kirby et al., 2005), college entry standardized test scores, such as GRE or SAT (Dohmen et al., 2010; Chen et al., 2013), up to more customized protocols, from the classic IQ test (Borghans et al., 2008b)…”