Priming Effects of Instructor-Expressed Judgments of the Difficulty of Quantitative Material on Student Performance and Perceptions

Authors

Abstract

We investigate whether instructors teaching quantitative material can influence student performance through priming, a psychological phenomenon wherein exposure to a stimulus can influence memory and behavior. We first examine whether instructors can influence performance by priming students with statements stating that a quantitative problem has “Advanced” or “Basic” difficulty. We then investigate effects of priming on perceived difficulty. Priming does not affect performance but does affect perceptions. Compared to no priming, Basic priming reduces perceived difficulty, while Advanced priming increases female students’ perceived difficulty. Male students view Basic problems to be easier, but do not see Advanced problems as harder.

Recommended Citation

(2026) "Priming Effects of Instructor-Expressed Judgments of the Difficulty of Quantitative Material on Student Performance and Perceptions," Journal of Economics and Finance Education: Vol. 19: Iss. 2, Article 3.
Available at: https://scholarship.rollins.edu/jefe/vol19/iss2/3