Academic risk-taking and CSCL

1995 ◽  
Author(s):  
Seung-Youn Chyung ◽  
Judi Repman ◽  
William Lan
Keyword(s):  
Risk Taking ◽  
Academic Risk

Effects of payoff and task context on academic risk taking.

1991 ◽  
Vol 83 (4) ◽  
pp. 499-507 ◽  
Author(s):  
Margaret M. Clifford ◽  
Fen-chang Chou
Keyword(s):  
Risk Taking ◽  
Task Context ◽  
Academic Risk ◽  
And Task

Exploration of Academic Risk Taking Among College Students

2018 ◽  
Vol 5 (2) ◽  
pp. 17-29
Author(s):  
M. Keith Wright ◽  
Utpal Bose ◽  
Shohreh Hashemi ◽  
Diana Pence
Keyword(s):  
College Students ◽  
Risk Taking ◽  
Risk Preferences ◽  
New Method ◽  
Future Research ◽  
Academic Risk ◽  
Conventional Methods ◽  
Student Risk

This article presents and experimentally tests a new method for measuring student risk preferences where monetary outcomes are not directly involved. The authors call this new method the Lazy Professor Risk Task (LPRT). This article compares the LPRT's results to popular conventional methods where monetary outcomes are involved. The results show that the new method is capable of producing consistent responses at approximately the same rate as comparable conventional methods. In addition, the method produced responses that were no noisier than conventional methods. It is hoped that future research can perfect this new method and use it to compare classroom risk taking to risk taking in other domains.

scholarly journals Identifying the Impact of Culturally Relevant Pedagogy: Evidence of Academic Risk-Taking in Culturally and Economically Diverse Nova Scotia Classrooms

2021 ◽  
Vol 44 (4) ◽  
pp. 1084-1115
Author(s):  
Jennifer Mitton ◽  
Anne Murray-Orr
Keyword(s):  
Nova Scotia ◽  
Risk Taking ◽  
Culturally Relevant Pedagogy ◽  
Culturally Relevant ◽  
Pedagogical Practices ◽  
Academic Risk ◽  
Qualitative Research Study ◽  
Track Record ◽  
The Impact ◽  
Relevant Pedagogy

This article reports on findings from a qualitative research study investigating ways to support learners from populations who have been historically underserved by the Nova Scotia education system, particularly African Nova Scotian and Mi’kmaq learners, and learners who experience poverty. Working with middle school teachers located in rural schools with a proven track record of enabling students to succeed and thrive, we spent two years in their classrooms observing and documenting pedagogical practices in the teaching of science and social studies. The results of this research not only complement what is known about how to support vulnerable learners in diverse school contexts, but also provide insights into how these teachers created conditions in which students felt able to take risks academically. The findings of this study show how the idea of academic risk-taking can complement, and expand, scholarship on culturally relevant pedagogy.

scholarly journals An investigation of the relationship between study skills and academic risk taking with canonical correlation

2013 ◽  
Vol 3 (2) ◽  
pp. 123-146
Author(s):  
Mustafa İlhan ◽  
Bayram Çetin ◽  
Meral Öner-Sünkür ◽  
Ferat Yılmaz
Keyword(s):  
Risk Taking ◽  
Canonical Correlation ◽  
Study Skills ◽  
Academic Risk ◽  
The Relationship

Are Female STEM Majors Academic Risk Takers?

2016 ◽  
pp. 144-152
Author(s):  
Tara L. R. Beziat ◽  
Kristin M. McCombs ◽  
Brooke A. Burks ◽  
Jennifer Byrom
Keyword(s):  
United States ◽  
Risk Taking ◽  
The United States ◽  
Female Students ◽  
Stem Fields ◽  
Academic Risk ◽  
Stem Majors ◽  
Academic Choices ◽  
Risk Takers ◽  
And Mathematics

The existing literature does not focus on risk-taking differences within females and how these differences may influence academic choices in Science, Technology, Engineering, and Mathematics (STEM) fields. The current project examined differences in academic risk-taking between STEM and non-STEM female students. A total of 272 undergraduates from 3 universities in the United States participated in a total of 2 studies. Results from the first and second studies indicated differences between STEM and non-STEM females in academic risk-taking. Future studies should explore these academic risk-taking differences between STEM and non-STEM female students.

scholarly journals Students’ social studies-oriented academic risk-taking behaviours and autonomous learning skills

2019 ◽  
Vol 14 (1) ◽  
pp. 56-68 ◽  
Author(s):  
Cigdem Aldan Karademir ◽  
Aysun Akgul
Keyword(s):  
Social Studies ◽  
Secondary School ◽  
Risk Taking ◽  
Secondary School Students ◽  
Personal Information ◽  
Parental Attitudes ◽  
Autonomous Learning ◽  
School Students ◽  
Academic Risk ◽  
Learning Skills

The learning process, defined as behaviour change, does not only involve learning; the individual is also expected to take an active role in this process and an academic risk in uncertain situations. In this study, descriptive survey model was utilised. Participants were secondary school students (11–13 years) from Turkey. ‘Social Studies-Oriented Academic Risk Taking Scale’, ‘Autonomous Learning Scale’ and personal information form were used for data collection tools. Students’ social studies-oriented academic risk taking levels and autonomous learning levels were determined. The results show a moderate-level correlation between autonomous learning skills and academic risk-taking behaviours. The results also indicate that there is a difference in favour of female students, parental attitudes have no effect on autonomous learning and maternal attitude is effective only in the ‘Avoiding Academic Risks’ sub dimension. The students who perceive themselves to be successful take more academic risks and have more efficient autonomous learning skills. Keywords: Academic risk, academic risk-taking behaviour, autonomous learning skills, secondary school students.

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