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Autor/inn/en | Abercrombie, Sara; Bang, Hyeyoung; Vaughan, Ashley |
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Titel | Motivational and Disciplinary Differences in Academic Risk Taking in Higher Education |
Quelle | In: Educational Psychology, 42 (2022) 7, S.895-912 (18 Seiten)Infoseite zur Zeitschrift
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Zusatzinformation | ORCID (Abercrombie, Sara) ORCID (Bang, Hyeyoung) ORCID (Vaughan, Ashley) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0144-3410 |
DOI | 10.1080/01443410.2022.2076810 |
Schlagwörter | Risk; Student Behavior; College Students; Academic Achievement; Goal Orientation; Cognitive Objectives; Need for Cognition Scale |
Abstract | Academic risk taking is a strategy where students engage in more difficult, challenging work in order to reap greater personal or community benefits, despite uncertainty, such as potential failure. A sample (N = 355) of college students from a Midwest university were measured on three dimensions of academic risk-taking as well as two motivational constructs, achievement goal orientation, and need for cognition using a hierarchical regression analysis. Students from different college majors were compared on risk-taking, and the relationships between achievement goal orientations, need for cognition, and risk-taking dimensions were tested. Results indicate achievement goal orientations and need for cognition strongly predict academic risk taking, and there are small but significant differences by major on some risk-taking dimensions. Implications include the need to foster academic risk-taking in different disciplines in higher education. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |