出版社：Australian Institutes for Educational Research
摘要：The purpose of this study was to examine the relationship between fifth to eighth gradestudents’ tendencies toward academic risk-taking and their attitudes to science. A total of680 students participated in this study which used a relational survey model. The"Science Attitude Scale" and "Academic Risk-taking Scale" scales were used to collectdata. Simple linear regression, stepwise multiple regression, t tests, and ANOVA statisticswere used to analyse the data. It was concluded that there is a statistically significantpositive correlation at a moderate level between students’ tendency to take academicrisks and their attitudes to science. For the academic risk sub-factors, there was a lowpositive correlation between the tendency to have negative feelings after failure andattitudes to science. Similarly, there was a low positive correlation between the tendencynot to do any homework and attitudes to science. There is a statistically significantdifference between students' attitudes to science and their tendency to take academicrisks based on gender (female), grade level (low) and academic success (high). Inaddition, the students' tendency to take academic risks significantly predicted attitudes toscience. Whether students’ tendencies to take academic risks predicts their creativity, andtheir critical, analytical and innovative thinking skills can be examined using these results.
