Impact of Family Related Factors on Students’ Learning Performance in the First Post-Secondary Accounting Course

Abstract

This study examines the impact of family income and other family related factors on the learning performance of students’ first college-level financial accounting course. Data related with family factors are collected by a survey at a mid-west public university. There are three main results: 1). Family income has positive and significant impact on the learning performance of students’ first college-level financial accounting course. 2). There is no significant signal between students’ learning performance and other family related factors (i.e., 1st-generation college student, family members working in business area, or family members being accountant). 3). Students’ GPA instead of family income is the most significant factor to have impact on students learning performance in the first college level accounting course. The results would be useful for accounting students and accounting educators as well as policy makers.