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Do Economists Play Well with Others? Experimental Evidence on the Relationship Between Economics Education and Pro-Social Behavior

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  • Bryan C. McCannon

Abstract

Does an economics education affect an individual's behavior? It is unclear whether differences in behavior are due to the education or whether those who choose to study economics are different. This issue is addressed using experimental evidence from the Trust Game where trusting and reciprocating behaviors can be measured. First, it is shown that economics students provide greater trusting investments and reciprocate more. Accounting for the selection effect, these effects are explained by those who choose to study economics and not directly from the education being provided. Thus, economists play well with others and these social preferences are not taught in the classroom.

Suggested Citation

  • Bryan C. McCannon, 2014. "Do Economists Play Well with Others? Experimental Evidence on the Relationship Between Economics Education and Pro-Social Behavior," The American Economist, Sage Publications, vol. 59(1), pages 27-33, May.
    • Handle: RePEc:sae:amerec:v:59:y:2014:i:1:p:27-33
    DOI: 10.1177/056943451405900103
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    References listed on IDEAS

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    1. Bruno S. Frey & Stephan Meier, 2003. "Are Political Economists Selfish and Indoctrinated? Evidence from a Natural Experiment," Economic Inquiry, Western Economic Association International, vol. 41(3), pages 448-462, July.
    2. Bruno Frey & Stephan Meier, 2005. "Selfish and Indoctrinated Economists?," European Journal of Law and Economics, Springer, vol. 19(2), pages 165-171, April.
    3. Houser, Daniel & Xiao, Erte & McCabe, Kevin & Smith, Vernon, 2008. "When punishment fails: Research on sanctions, intentions and non-cooperation," Games and Economic Behavior, Elsevier, vol. 62(2), pages 509-532, March.
    4. Anthony M. Yezer & Robert S. Goldfarb & Paul J. Poppen, 1996. "Does Studying Economics Discourage Cooperation? Watch What We Do, Not What We Say or How We Play," Journal of Economic Perspectives, American Economic Association, vol. 10(1), pages 177-186, Winter.
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    Cited by:

    1. Carlos J. Asarta & Austin S. Jennings & Paul W. Grimes, 2017. "Economic Education Retrospective," The American Economist, Sage Publications, vol. 62(1), pages 102-117, March.
    2. Suter, Manuel & Strahm, Noel & Bundeli, Till & Kaessner, Kaja & Cologna, Viktoria & Berger, Sebastian, 2024. "Framing effects in expert assessments of optimal GDP development," Ecological Economics, Elsevier, vol. 223(C).
    3. Bryan C. McCannon, 2018. "Leadership and motivation for public goods contributions," Scottish Journal of Political Economy, Scottish Economic Society, vol. 65(1), pages 68-96, February.
    4. Miragaya-Casillas, Cristina & Aguayo-Estremera, Raimundo & Ruiz-Villaverde, Alberto, 2023. "University students, economics education, and self-interest. A systematic literature review," International Review of Economics Education, Elsevier, vol. 43(C).
    5. Simon Niklas Hellmich, 2019. "Are People Trained in Economics “Different,†and if so, Why? A Literature Review," The American Economist, Sage Publications, vol. 64(2), pages 246-268, October.
    6. Mccannon, Bryan C., 2014. "Trust, reciprocity, and a preference for economic freedom: experimental evidence," Journal of Institutional Economics, Cambridge University Press, vol. 10(3), pages 451-470, September.
    7. Bryan C. McCannon & Colleen Tokar Asaad & Mark Wilson, 2015. "Contracts and Trust," Working Papers 15-15, Department of Economics, West Virginia University.

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