Effects of Economic Education on Social and Political Values, Beliefs and Attitudes: Results from a Survey in Portugal

Lopes, João Carlos; Graça, João Carlos; Correia, Rita Gomes

doi:10.1016/s2212-5671(15)01314-3

Cited by 9 publications

(5 citation statements)

References 18 publications

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“…There appeared to be an assumption in these homes that young people’s political views were only repeated opinions (e.g. Lopes et al, 2015).…”

Section: Resultsmentioning

confidence: 99%

With whom do young Europeans’ discuss their political identities?

Ross

2020

Citizenship, Social and Economics Education

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This article explores how young Europeans (12–19) describe how they discuss political issues with their friends, their parents, and teachers in their schools, and the ways in which these appears to impact on their political understanding and identities. Based on 324 group discussions with 2000 young people, in 104 locations in 29 different European states, the findings suggest that many young people see parents as the people with whom they most often talk about politics. They describe a range of situations – from intense discussion and support from parents to antagonistic arguments about their parents’ political views. Discussion with teachers was relatively less common, and more often dependant on individual personalities than as part of a pedagogic programme. Instances of citing citizenship education as locations for political discussions were rare. The article discusses the methodology that gathered this data, and suggests that this might contribute to an effective pedagogy to discuss political identities with young people.

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“…There appeared to be an assumption in these homes that young people’s political views were only repeated opinions (e.g. Lopes et al, 2015).…”

Section: Resultsmentioning

confidence: 99%

With whom do young Europeans’ discuss their political identities?

Ross

2020

Citizenship, Social and Economics Education

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“…Some authors attribute these behavioural changes to a specific subject area, Microeconomics (Bauman and Rose, 2011; Cipriani et al, 2008; Hellmich, 2019; Klimczak, 2018; Lanteri, 2008; McCannon, 2014; Rosengart et al, 2020; Zhou, 2013), or directly focus on the representative agent in the study of economics – the homo economicus – because, according to them, this behavioural paradigm is insufficient to understand human behaviour. This representative agent is considered to be rational, self-interested and individualistic, and representing this agent as the economic ideal could foster the following behaviours in students (Bauman and Rose, 2011; Espín et al, 2021; Fischer et al, 2017; Graça et al, 2016; Lopes et al, 2015; Spiegelman, 2021). She or he always prefers more to less, seeks to maximize his or her own utility and focuses on prioritizing his or her own preferences (Espín et al, 2021; Klimczak, 2018), based on unrealistic economic models that purport to be applicable to any economic problem (Rosengart et al, 2020).…”

Section: Resultsmentioning

confidence: 99%

Self-selection or indoctrination in the study of (standard) economics: A systematic literature review

Miragaya-Casillas

Aguayo‐Estremera

Ruiz-Villaverde

2023

Theory and Research in Education

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Considerable academic debate exists as to whether students with a background in economics exhibit distinct behavioural patterns that set them apart from students in other academic disciplines. Primarily, the debate concerns whether students who fit the stereotype of the economist choose to study economics (the self-selection hypothesis) or whether economics students develop these behavioural patterns in the course of their university studies (the indoctrination hypothesis). We conducted a systematic literature review that examines both hypotheses. According to the literature reviewed, the majority of researchers find the self-selection hypothesis to be the best supported. However, findings remain inconclusive due to several methodological limitations. In spite of that, this study should facilitate a deeper understanding of what causes behavioural changes in economics students and what exactly these behavioural differences are, among other relevant hypotheses.

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“…Questionnaires revealed no or only weak differences between people trained in economics and other groups regarding their trust in others in the field (Arai et al, 2005; Dasgupta and Menon, 2011; Lopes et al, 2015). Lopes et al (2015) observed even stronger trust among economics students than among non-economists but also significantly greater acceptance of various antisocial behaviors, such as free-riding in claiming undue social benefits, tax avoidance, and throwing garbage into the street.…”

Section: Resultsmentioning

confidence: 99%

Social psychological aspects of “making” economists: A review of the nature versus nurture debate

Hellmich

2020

Citizenship, Social and Economics Education

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A considerable number of empirical studies argue that economics experts differ from other groups with respect to their public policy preferences and their behavior in certain social dilemmas. Economists are more likely to regard allocation via markets as “fair” than other people and they seem to adjust their behavior and expectations to the actor-model presumed in the elementary neoclassical theory. Some trace back such observations to influences related to the economics education. An alternative view is that economics attracts individuals with preferences that differ from those of non-economists. While the literature on the matter is growing, a comprehensive picture of the nature and sources of the differences has not yet emerged. This article reviews research based on the survey, experimental, and field evidence collected since 1990 to detect, characterize, and explain the differences. It points at some problems inherent to the methodology that dominates the existing research. Primarily, it directs attention to some psychological and social-psychological aspects of training and socializing economists that have not found adequate recognition so far, but should be considered, to better understand the phenomena in question.

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Effects of Economic Education on Social and Political Values, Beliefs and Attitudes: Results from a Survey in Portugal

Cited by 9 publications

References 18 publications

With whom do young Europeans’ discuss their political identities?

With whom do young Europeans’ discuss their political identities?

Self-selection or indoctrination in the study of (standard) economics: A systematic literature review

Social psychological aspects of “making” economists: A review of the nature versus nurture debate

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