Investigation of Maths Oriented Academic Risk-Taking Behaviours of Secondary School Students by Some Variables

Avcı, Esat; Özenir, Özgül Su

doi:10.16949/turcomat.89917

Cited by 5 publications

(5 citation statements)

References 5 publications

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“…In contrast to these studies, Strum (1971) examined the academic risk taking tendencies of secondary school students and concluded that there was no significant relationship between academic risk taking and gender. This result is similar to that of Miller and Byrnes (1997) and Avcı and Özenir (2016). Therefore, inconsistencies between the results of these studies require that students' academic risk taking tendencies and science learning orientations should be examined in terms of gender variable.…”

Section: Introductionsupporting

confidence: 64%

“…In this context, Bozpolat and Koç (2017) emphasized that learning environments in which students can express their views freely without fear are important for cognitive development. For this reason, it is important that the teachers should know the level of academic risk taking skills of their students to be able to make the right orientation in appropriate learning environments (Avcı & Özenir, 2016;Eugene, 2010). In the light of these evaluations, the focus of the study is on gifted students who are able to move their knowledge to changing situations, and are willing to choose difficult tasks (Coleman, Micko & Cross, 2015) and are superior to their peers in terms of at least one qualification.…”

Section: Introductionmentioning

confidence: 99%

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Investigation of Gifted Students’ Science Laboratory Academic Risk Taking Tendencies and Science Learning Orientations in Terms of Some Variables

Nacaroğlu¹,

Kızkapan²

2020

OJER

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In this research, it was aimed to investigate academic risk taking tendencies on laboratory activities and science learning orientations of gifted students. In the research (survey) quantitative research method designs was used. The sample of the research consisted of 187 gifted students who are studying in a Science and Art Center in the Eastern Anatolia Region. In the research, Science Laboratory Academic Risk Taking Scale and Learning Engagement in Science Scale were used as data collection tools. The findings indicated that the academic risk taking tendencies on laboratory activities and science learning tendencies of the gifted students were high. In addition, it was found that there was a moderate and significant relationship between the academic risk taking tendencies and their science learning orientations of gifted students.

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Section: Introductionsupporting

confidence: 64%

Section: Introductionmentioning

confidence: 99%

Investigation of Gifted Students’ Science Laboratory Academic Risk Taking Tendencies and Science Learning Orientations in Terms of Some Variables

Nacaroğlu¹,

Kızkapan²

2020

OJER

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“…The analysis performed in the present study also revealed that risk-taking behaviors are more prevalent in male students than female students. Among the limited examinations of intellectual risk-taking according to gender performed in Turkey (Akdağ et al, 2017;Avcı and Özenir, 2016;Çakır and Yaman, 2016), it was generally concluded that intellectual risk-taking behaviors do not change based on gender. Atkins et al (1991) claimed that there are important differences between boys and girls in risk-taking behavior that cannot be clearly defined with the standard utilized scales because the determination of differences based on gender through one single analysis will not be reliable.…”

Section: Discussionmentioning

confidence: 99%

“…Scores obtained from the IRT-S Scale demonstrated that intellectual risk-taking behaviors were more prevalent among the students whose fathers had received high school educations. Avcı and Özenir (2016) determined a relation between educational levels of parents and the education of children. In this study, the effect of the educational level of the father on intellectual risk-taking is particularly worth considering.…”

Section: Discussionmentioning

confidence: 99%

“…For this reason, outputs to be gained through studies conducted on attitude will help direct researchers and practitioners with regard to performing the necessary interventions. In addition, the determination of which variables affect intellectual risk-taking behaviors in which directions and at which levels may shed light on what should be done to better support the intellectual risk-taking behaviors of students (Avcı and Özenir, 2016). With these aims, in the present study, five fundamental research questions were pursued: RQ 1 : Is there a meaningful difference between the scientific attitudes of female and male elementary school students?…”

Section: Rationale For the Studymentioning

confidence: 99%

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Examination of Elementary School Students’ Scientific Attitudes and Intellectual Risk Taking Behaviours

Küçükaydın

2021

SEI

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Science Education International ¦ Volume 32 ¦ Issue 2 149 ORIGINAL ARTICLE INTRODUCTION Science classes in elementary schools should seek to enable students to engage in scientific thinking, encourage them to perform work on basic sciences, and positively develop their attitudes toward science classes with a positive educational environment. Studies related to both the healthy construction of classroom environments and attitudes have a long history (Gardner, 1975; Ma and Bateson, 1999; Toma et al., 2019; Zhang and Campbell, 2011). Wang and Berlin (2010) indicated that attitudes toward science are effective factors in attaining goals of science education. In addition, they reported that these factors affect student motivation. According to Zhang and Campbell (2011), scientific attitudes of students also direct their interest in lessons and simultaneously affect their long-term success in courses. Attitude, as an affective domain of learning, is an element affecting learning outputs of students in science courses (Ministry of National Education, 2018). Accordingly, the importance of performing attitude studies emerges with regard to obtaining positive outputs on scientific attitude. Individuals with scientific attitudes have inquisitive and argumentative characteristics; therefore, they do not fall prey to preconceptions or dogmatic belief systems. Individuals with positive scientific attitudes are more willing to identify and solve the problems in their surroundings, as well as being willing to search for solutions. In addition, while scientific attitudes may help an individual to be successful, they also support his or her continual improvement by affecting his or her thinking (Demirbaş and Yağbasan, 2006). In this study, the effect of a different variable on attitude was examined by focusing on the relationship between scientific attitudes and intellectual risk-taking behaviors of elementary school students. Theoretical Background While an individual’s attitude cannot always be observed precisely, it largely directs love, hate, and the ideas of the individual (Morgan, 2005). Munby (1980) examined scientific attitudes in four categories as attitudes toward school science, attitudes toward science careers, attitudes toward science itself, and attitudes toward specific issues in science. This examination, indeed, emphasizes the importance of attitudes in terms of long-term learning and indifference toward science or the development of deep understandings (Hong and Lin, 2011). Gardner (1975), however, divided such attitudes into two, as attitudes toward science and scientific attitudes. Moreover, the scientific attitudes included within the context of this study were expressed as a mixture of the will to know and understand, inquiring attitudes, data collection and sense-making, and evaluation and interpretation of results (Education In this study, the relationship between scientific attitudes and intellectual risk-taking behaviors of fourth-grade students in elementary school in Turkey was examined. A total of 184 students participated in the study, which was conducted based on a survey model. For data collection, the “Scientific Attitude Inventory” and the “Intellectual Risk-Taking and Perceptions About Its Predictors Scale in Science Education” were utilized. Descriptive statistical analyses and t-test, ANOVA, simple linear regression, and multiple regression analyses were utilized for the analysis of the data. As a result of this data analysis, it was observed that these elementary school students have scientific attitudes at the “not sure” level and have intellectual risk-taking behaviors at the “mostly correct” level. Gender was not observed to have an effect on scientific attitude; however, it was effective on intellectual risk-taking behavior. In addition, the analysis results demonstrated that there is a meaningful difference between intellectual risk-taking behaviors of students and the educational levels of their fathers. Moreover, when the relations between other pairs of variables were examined, the variables of intellectual risk-taking, gender, educational level of the mother, and educational level of the father together had low-level but meaningful relations with the scientific attitudes of elementary school students. It was indicated that teachers will contribute to students’ adoption of positive scientific attitudes by introducing the lives and studies of scientists, and it was suggested that the effect of changes in educational patterns in classroom environments be examined through experimental studies on intellectual risk-taking behaviors of students. With the results obtained from this study, more light can be shed on what should be done to support students’ intellectual risk-taking behaviors.

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Leap, learn, earn: exploring academic risk taking and learning success across gender and socioeconomic groups

Hübner,

Pfost

2024

High Educ

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Background The positive learning effects of academic risk taking (ART) in higher education has been discussed since the 1980s. However, this may not apply equally for all social groups. Men and women may differ in the way they use ART to construct their gender identity. Students with different socioeconomic status (SES) may differ in their ability to navigate academic risks due to differences in available cultural capital. Aims This study examines gender and SES disparities in ART and their impact on learning success. It explores if ART mediates and is moderated by gender and SES effects. Additionally, it assesses if ART directly predicts learning success. Sample A sample of N = 381 German university students was used. Methods Data was analyzed following a structural equation modeling approach. Results Men show more ART on the seminar group dimension, whereas women show more ART on the peer dimension. Being male indirectly predicts higher learning success via the seminar group dimension of ART. Furthermore, SES and gender moderate the effect between ART and learning success. Both ART dimensions directly predict students’ learning success. Conclusions Our research contributes to understanding the mechanisms of social disparities within higher education and offers implications for the development of inclusive teaching strategies and research on aspects of intersectionality.

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Investigation of Maths Oriented Academic Risk-Taking Behaviours of Secondary School Students by Some Variables

Cited by 5 publications

References 5 publications

Investigation of Gifted Students’ Science Laboratory Academic Risk Taking Tendencies and Science Learning Orientations in Terms of Some Variables

Investigation of Gifted Students’ Science Laboratory Academic Risk Taking Tendencies and Science Learning Orientations in Terms of Some Variables

Examination of Elementary School Students’ Scientific Attitudes and Intellectual Risk Taking Behaviours

Leap, learn, earn: exploring academic risk taking and learning success across gender and socioeconomic groups

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