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Using several statistical tests (including one-way ANOAVA, Pearson and Spearman correlations, and OLS regression analysis) this paper examines some determinants of student performance in an undergraduate Financial Management course. Of the four motivation factors studied (the grade the student would like to make in the course, intention to take the Certified Public Accountant examination, intention to take the Chartered Financial Analyst or the Certified Financial Planner examination, and intention to attend graduate school) only the first has strong relationship with student performance. Of the effort factors (course study hours, overall study hours, homework, and class attendance) only homework, class attendance and, to some extent, overall study hours have positive explanatory power for student performance. None of the three distraction factors studied (job hours, job type, course load, and credit hours load for the semester) has any significant effect on student performance. All priorability factors studied (overall GPA and the grades in financial accounting and managerial accounting courses) have significant relationship with student performance.  Finally, of the four self-perceived ability factors used in the study (writing, math, reading, and listening) only the math ability has a positive relationship with student performance.  Key Words: Motivation, Effort, Distraction, Prior ability, Student performance, Financial Management.

Finance