Un estudio sobre el comportamiento auto-interesado en los estudiantes universitarios

En la presente tesis doctoral se ha pretendido contribuir al campo de estudio relacionado con la posible existencia de un comportamiento más auto-interesado en los estudiantes con formación económica respecto a los estudiantes de otras áreas. La literatura existente considera dos hipótesis a la hora de explicar estas posibles diferencias, a saber: la hipótesis de auto-selección; y/o, la hipótesis de adoctrinamiento. Esta cuestión se debe a que estos estudiantes están expuestos al estudio de modelos propios de la economía convencional o estándar. En estos modelos, el estudio parte de un sujeto muy particular, el homo oeconomicus, considerado un optimizador racional del interés particular. Sin embargo, los resultados de las investigaciones sobre estas hipótesis no han sido hasta ahora concluyentes. Por esta razón, y con el fin de poder conocer el estado de la cuestión, se han realizado dos revisiones sistemáticas de la literatura sobre las hipótesis antes señaladas y sobre los estudios concernientes al comportamiento auto-interesado en estudiantes con formación económica. Los resultados obtenidos muestran evidencias de que los estudiantes universitarios con formación económica son más auto-interesados. Asimismo, la mayoría de los investigadores encuentran que la hipótesis de auto-selección es la más válida para explicar estas diferencias de comportamiento en los estudiantes con formación económica. Sin embargo, esta línea de investigación está todavía en sus inicios y estas revisiones nos han permitido subrayar las principales limitaciones de los trabajos científicos publicados hasta la fecha, destacando que la mayoría de los estudios utilizan datos transversales, siendo recomendable realizar más estudios con datos longitudinales. De igual forma, en el terreno empírico se ha desarrollado la adaptación al español de un instrumento con objeto de medir—con validez y fiabilidad—el comportamiento auto-interesado en los estudiantes universitarios. Finalmente, se han testado las diferencias en auto-interés entre los estudiantes con formación económica y los estudiantes de otras áreas, contrastando las hipótesis de auto-selección y adoctrinamiento, una vez que han finalizado sus estudios en la asignatura de Microeconomía. Esta investigación ha pretendido superar las limitaciones metodológicas detectadas hasta la fecha y comprobar si existen diferencias de comportamiento en referencia al interés particular y al ajeno. Una vez más, los resultados de la presente investigación sugieren la existencia de diferencias de comportamiento, pero que éstas se deben— principalmente—a un efecto de autoselección.In the present doctoral thesis, we have aimed to contribute to the field of study related to the possible existence of a more self-interested behavior among students with an economic background with respect to students from other areas. The existing academic literature basically puts forward two explanatory hypotheses, namely: the self-selection effect and/or indoctrination effect. This is because these students are exposed to the study of standard economic models. In these models, the study begins with a very particular subject, the homo oeconomicus, considered a rational optimizer looking to satisfy their own interest. However, the findings from research into these hypotheses have thus far been inconclusive. For this reason, and in order to know the state of the art, two systematic reviews of the literature have been conducted on the hypotheses outlined above, and on the studies concerning self-interested behavior in students with economic backgrounds. The results obtained show evidence that university students with an economic training are more self-interested. Likewise, the majority of researchers find the self-selection hypothesis to be the most valid in explaining the behavioral differences in students with economics training. However, this line of research is still in its infancy and these reviews has allowed us to underline the main limitations of the scientific papers published to date, highlighting that most of the studies use cross-sectional data, and it is advisable to carry out more studies with longitudinal data. Similarly, in the empirical field, we have developed the adaptation to Spanish of an instrument in order to measure—with validity and reliability—the self-interested behavior of university students. Finally, the differences in self-interest between students with economic training and students from other areas have been tested, contrasting the hypotheses of self-selection and indoctrination once they have completed their studies in the Microeconomics course. This research aims to overcome these methodological limitations detected to date and to test whether there are behavioral differences in reference to self- and other-interest. Once again, the results of the present investigation suggest the existence of behavioral differences, but these are—mainly—due to a self-selection effect.Tesis Univ. Granada

University students, economics education, and self-interest. A systematic literature review

There is an open debate in academia about whether economics students behave in a more self-interested manner than non-economics students. This debate is based on the assumption that economics students are exposed to the study of standard economic models. These models begin with a representative agent, the homo œconomicus, which is a rational optimizer that serves to satisfy their own self-interest. A systematic review was conducted to enhance this debate. Empirical studies that tested the existence of behavioral and/or attitudinal differences related to self-interest among university economics and non-economics students were included. The results provide evidence that economics students are more self-interested than non-economics students. This review has allowed us to highlight the limitations of the pre-existing scientific papers published to date. Primarily, the majority of studies have used cross-sectional data, and it is advisable to carry out more studies with longitudinal data.We gratefully acknowledge the financial support received from the Regional Government of Andalusia (SWEEP. SEJ-054). Funding for open access charge: Universidad de Granada / CBU

Spanish Adaptation of the Self- and Other-Interest Inventory in Academic Settings

In the study of human motivations, self-interest is often seen as a determining factor and opposed to otherinterest. Recently a new conceptualization has been proposed in which both interests can occur at the same time. In order to measure these constructs, the Self-and Other-Interest Inventory (SOII; Gerbasi&Prentice, 2013) was created, which has one version for adults and one for students. Due to the absence of similar measurement instruments in Spain, the aim of this work is to adapt the SOII to Spanish university students. Several studies were conducted. First, the construct was analyzed through rational-analytical procedures. Second, the items were translated following an iterative forward-translation design. Finally, evidence of validity was obtained through analytical procedures. Specifically, two pilot studies were carried out in which two independent samples of Spanish students participated (N1 = 119; N2 = 165). In both studies descriptive analyzes of the items were performed, reliability was estimated and the factor structure of the SOII was explored from an exploratory factor analysis . The results showed adequate reliability and a two-factor solution consistent with the original