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This book explores how economics textbooks and student characteristics influence motivation to study economics in secondary schools. Using original survey data from students of the International College of Continuing Education in Almaty, Kazakhstan, the study applies quantitative methods, including regression and instrumental-variable analysis. Two hypotheses are tested: that students' motivation is mainly driven by academic performance, and that gender is the key determinant of textbook evaluation. The results do not robustly support either hypothesis. Academic performance loses explanatory...