Risk‐taking and reflective learning

Chambers, Philip; Odeggard, Elin Eriksen; Rinaldi, Emanuela

doi:10.1080/14623940701288909

Cited by 5 publications

(3 citation statements)

References 8 publications

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“…an additional or even distinct complication that requires the perception of risk as both a positive and negative factor in the decision making process (Chambers, Odeggard, & Rinaldi, 2007;McDaniels & Small, 2004). Of course, this enhanced risk benefit analysis approach assumes that the ASC is capable of detecting, understanding and empathizing with the individual participant's perceptions and understanding of risk, and is able to integrate this with the risks presented by the environment.…”

mentioning

confidence: 99%

Decision Making and Risk Management in Adventure Sports Coaching

Collins

2013

Quest

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confidence: 99%

Decision Making and Risk Management in Adventure Sports Coaching

Collins

2013

Quest

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“…These students tend to spend less effort on learning behavior to preserve positive self‐evaluation by externalizing their own failures (Yıldırım & Demir, 2020). Since experiencing failures in a test is an important opportunity to learn from it toward a deeper understanding (Chambers et al, 2007; Clifford, 1991), those who avoid taking tests are simultaneously avoiding such an important opportunity. Thus, it is necessary to know whether students prefer challenging problems in algorithm‐based personalized tests.…”

Section: Computer‐adaptive Tests and Preference For Personalized Prob...mentioning

confidence: 99%

Achievement Goal Impacts Students' Preferences for “Personalized Problems” in Computer‐Adaptive Tests

Goto,

Kano,

Shiose

2023

Jpn Psychol Res

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The contemporary development of psychometric theories and information technologies enables students to work on algorithm‐based personalized tests in classroom settings. This study aims to investigate the relationship between students' achievement goals and what they prefer as “personalized problems” in computer‐adaptive tests. We theoretically contrast achievement goals with developing competency through mastery and demonstrating competency through performance goals. We asked elementary and secondary school students to work on a computer‐adaptive test and to complete questionnaires about what they prefer as “personalized problems” in computer‐adaptive tests. The results revealed that while mastery goals positively predicted preference for challenging problems, performance goals positively predicted preference for problems that guaranteed students’ success. Moreover, only the preference for challenging problems positively predicted the intention to take computer‐adaptive tests in the future. These results suggest that simply introducing a computer‐adaptive test into the classroom may not be effective. We discuss how educational technologies should be integrated into human teaching activities.

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“…Further, reflective practice is seen in the context of the helping professions, with an emphasis on counselling and psychotherapy. (Rolfe, 2002;Rolfe, Freshwater, & Jasper, 2001;Brown, Holt-Macey, Martin, Sakura, & Vogt, 2015) Dance/Choreography (Cancienne & Snowber, 2003) Cartoons (Cavallaro-Johnson, 2009) Brookfield Model (Brookfield, 2017) John's Model for Structured Reflection (Johns, 2009) Storytelling, Reflective Conversations, and Metaphors (Gray, 2007) Writing Plays (Chambers, Odeggard, & Rinaldi, 2007) Drama (Boggs, Mickel, & Holtom, 2007) Letter Writing (Yang & Bautista, 2008) Diaries and Journals (Boud, 2001;Woodbridge & Rust O'Beirne, 2017)…”

Section: Research Authorsmentioning

confidence: 99%

Reflective Practice in the Art and Science of Counselling: A Scoping Review

Taylor¹

2020

Psychotherapy and Counselling Journal of Australia

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In the counselling profession, reflective practice is often touted as an essential characteristic of professional development, growth, and professionalism. Yet there remain countless characterisations of what reflective practice is and how best to do it. The aim of this scoping review was to evaluate over two decades of key reflective practice thinking, exploring its benefits, uses, and research findings in the 21st century. The scoping review process identified 47 peer-reviewed publications, seminal publications, and counselling guidelines, which included both quantitative (often seen as more “scientific”) and qualitative (seen as more “artistic”) research findings. The major themes identified in the reflective practice literature were: reflective purpose, reflective practice, reflective writing, quantitative versus qualitative rationale, therapeutic alliance and research results, reflecting practice in counselling, personal and professional development, counsellor self-care, and ethical guidelines.

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Risk‐taking and reflective learning

Cited by 5 publications

References 8 publications

Decision Making and Risk Management in Adventure Sports Coaching

Decision Making and Risk Management in Adventure Sports Coaching

Achievement Goal Impacts Students' Preferences for “Personalized Problems” in Computer‐Adaptive Tests

Reflective Practice in the Art and Science of Counselling: A Scoping Review

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