Student leadership and academic performance

摘要

There have been few studies in the past on how student leadership experience influences academic performance and none that offer a detailed study of the short- and long-run effects of such experience. In this study, we extend the investigation, using a unique panel dataset to thoroughly explore this effect and achieve the following findings. First, the ordinary least squares and fixed-effects estimates, as well as propensity-score matching analyses, suggest that being a leader can enhance academic performance in both the short and long run. Second, student leadership experience in primary school most effectively improves contemporary academic achievement. Third, compared with class commissaries and delegates, the position of class monitor is usually more conducive for promoting academic performance. Fourth, holding a leader position reduces study time but improves learning autonomy; the latter outweighs the former, thereby enhancing academic performance.