An Examination of the Relationship between Intellectual Risk-Taking in a Social Studies Course and Classroom Climate

Year 2023, Issue: 23, 13 - 25, 24.01.2023

Melehat Gezer

https://doi.org/10.30786/jef.1092185

Abstract

This research examined the relationship between intellectual risk-taking in social studies and classroom climate. The study group consisted of 294 middle school pupils, 148 of whom were female and 145 were male. Intellectual Risk-Taking in Social Studies Course Scale (IRTSCS) and Classroom Climate Perceived by Students Scale (CCPSS) were utilizated as data collection instruments. In the research, the canonical correlation analysis was implemented to scrutinize the relationship between the IRTSCS data set composed of the Approach to Taking Intellectual Risk (APTIR) and the Avoidance from Taking Intellectual Risk (ATIR) variables and the CCPSS data set consisted of the Peer Backing (PB), Teacher Backing (TB), Gratification (G), and Intellectual Proficiency (IP) variables. Two canonical functions were obtained from the analysis, and one of them was statistically significant. The shared variance between intellectual risk-taking in social studies course and students’ views about classroom climate was 23% in the canonical model composed of the cumulative values of the canonical functions.

Keywords

Academic risk taking, social studies oriented academic risk taking, classroom climate, canonical correlation, secondary school students

References

• Açıkgöz, K. Ü. (1998). Etkili öğrenme ve öğretme [Effective learning and teaching] (2nd ed.). Kanyılmaz Publishing.
• Adelman, H. S., & Taylor, L. (2005). Classroom climate. In S.W. Lee, P.A. Lowe, and E. Robinson (Eds.), Encyclopedia of school psychology (pp. 88-90). Sage.
• Afari, E., Aldridge, J. M., & Fraser, B. J. (2013). Students’ perceptions of the learning environment and attitudes in game-based mathematics classrooms. Learning Environment Research, 16(1), 131–150. https://doi.org/10.1007/s10984-012-9122-6
• Akça, B. (2017). Determination of the relationship between the science anxiety and science related intellectual risk-taking behaviors of middle school students. [Master thesis]. Adnan Menderes University.
• Akdağ, E. M. (2020). Investigating relationship of gifted students’ perceptions regarding science learning environment and motivation for science learning with their intellectual risk taking and science achievement. [Doctoral thesis]. İnönü University.
• Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.
• Anderman, E. M., & Midgley, C. (1997). Changes in achievement goal orientations, perceived academic competence, and grades across the transition to middle-level schools. Contemporary Educational Psychology, 22(3), 269–298. https://doi.org/10.1006/ceps.1996.0926
• Anderson, R. J., Evans, I. M., & Harvey, S. T. (2012). Insider views of the emotional climate of the classroom: what New Zeland children tell us about their teachers' feelings. Journal of Research in Childhood Education, 26(2), 199-220. https://doi.org/10.1080/02568543.2012.657748
• Beghetto, R. A. (2009). Correlates of intellectual risk taking in elementary school science. Journal of Research in Science Teaching, 46(2), 210-223. https://doi.org/10.1002/tea.20270
• Brown, M. R., Higgins, K., & Paulsen, K. (2003). Adolescent alienation: What is it and what can educators do about it? Intervention in School & Clinic, 39(1), 3-7. https://doi.org/10.1177%2F10534512030390010101
• Budge, K., & Clarke, A. (2012). Academic development is a creative act. International Journal for Academic Development, 17(1), 59-70. https://doi.org/10.1080/1360144X.2011.587192
• Büyüköztürk, B. (2010). Data analysis book for the social sciences. Pegem Academy.
• Çakır, & Yaman, (2015). The relationship between students’ intellectual risk-taking skills with metacognitive awareness and academic achievement. Gazi Journal of Education Sciences, 1(2), 163-178.
• Carfley, A. M. (2021). The effects of passion-based learning on student risk taking and resilience: A qualitative study. [Doctoral thesis]. Centenary University.
• Çengel, M., & Türkoğlu, A. (2015). Classroom climate perceived by students scale: a validity and reliability study. Journal of Theory and Practice in Education, 11(4), 1240-1257.
• Cervantes, İ. M. (2013). The role of risk-taking behavior in the development of speaking skills in ESL classrooms. Revista de Lenguas Modernas, 19, 421-435.
• Church, M. A., Elliot, A. J., & Gable, S. L. (2001). Perceptions of classroom environment, achievement goals, and achievement outcomes. Journal of Educational Psychology, 93(1), 43–54. https://doi.org/10.1037/0022-0663.93.1.43
• Clifford, M. M. (1988). Failure tolerance and academic risk taking in ten-to twelve years-old students. British Journal of Educational Psychology, 58(1), 15-27. https://psycnet.apa.org/doi/10.1111/j.2044-8279.1988.tb00875.x
• Clifford, M. M., & Chou, F. C. (1991). Effects of pay off and task context on academic risk taking. Journal of Educational Psychology, 83(4), 499-507. https://psycnet.apa.org/doi/10.1037/0022-0663.83.4.499
• Clifford, M. M., Lan, W. Y., Chou, F. C., & Qi, Y. (1989). Academic risk-taking: Developmental and cross-cultural observations. Journal of Experimental Education, 57(4), 321–338. https://doi.org/10.1080/00220973.1989.10806514
• Dadabo, D. (2014). Retrospective and current perceptions of classroom climate on engagement and achievement in high school. [Doctoral thesis]. Fordham University.
• Davis, H. A. (2003). Conceptualizing the role and influence of student-teacher relationships on children's social and cognitive development. Educational Psychologist, 38(4), 207–234. https://doi.org/10.1207/S15326985EP3804_2
• Dorman J. (2002). Classroom environment research: Progress and possibilities. Queensland Journal of Educational Research, 18(2), 112–140.
• Dorman, J. P. (2009). Partitioning the variance in scores on classroom environment instruments. Australian Journal of Educational & Developmental Psychology, 9, 18-31.
• Dorman, J., Aldridge, J. M., & Fraser, B. J. (2006). Using students' assessment of classroom environment to develop a typology of secondary school classrooms. International Education Journal, 7(7), 906-915.
• Fraser, B. J. (1998). Classroom environment instruments: development, validity and applications. Learning Environments Research, 1, 7-33.
• Gazelle, H. (2006). Class climate moderates peer relations and emotional adjustment in children with an early history of anxious solitude: A child environment model. Developmental Psychology, 42(6), 1179-1192. https://psycnet.apa.org/doi/10.1037/0012-1649.42.6.1179
• Gazelle, H., & Rudolph, K. D. (2004). Moving toward and away from the world: social approach and avoidance trajectories in anxious solitary youth. Child Development, 75(3), 829-849. https://doi.org/10.1111/j.1467-8624.2004.00709.x
• Gezer, M. (2016). Ortaokul öğrencilerinin sosyal bilgiler dersi başarılarını yordayan çeşitli değişkenlerin belirlenmesi [An investigation of the various variables predicting secondary school students’ social studies achievement]. [Doctoral thesis]. Atatürk University.
• Gezer, M., İlhan, M., & Şahin, İ. F. (2014). Development of social studies oriented academic risk taking scale: Validity and reliability study. Kalem International Journal of Education and Human Sciences, 4(1), 125-164.
• Haydel, J. B., Oescher, J. & Kirby, P. C. (1999, March). Relationships between evaluative culture of classrooms, teacher efficacy, and student efficacy. Paper presented at The Manual Meeting of the American Educational Research association, Montreal, Quebec, Canada.
• House, D. J. (2002). An investigation of the effects of gender and academic self-efficacy on academic risk-taking for adolescent students. UMI ProQuest Digital Dissertations. UMI Number: 3066174.
• Howes, C. (2000). Socio-emotional classroom climate in childcare, child-teacher relationships and children’s second grade peer relations. Review of Social Development, 9(2), 191-204. https://doi.org/10.1111/1467-9507.00119
• İlhan, M., & Çetin, B. (2013). Secondary school students' academic risk taking behaviors: a scale development study. E-International Journal of Educational Research, 4(2), 1-28.
• İlhan, M., & Çetin, B. (2021). Nicel verilerin toplanması ve analizi [Collecting and analyzing the quantitative data]. In B. Çetin, M. İlhan, & M. G. Şahin, (Eds.), Eğitimde araştırma yöntemleri [Research methods in education], (pp 161–200). Pegem.
• İlhan, M., & Gezer, M. (2021). Araştırmaların sınıflandırılması [Classification of research]. In B. Çetin, M. İlhan, & M. G. Şahin, (Eds.), Eğitimde araştırma yöntemleri [Research methods in education], (pp 1–34). Pegem.
• Karademir, C. A., & Akgül, A. (2019). Students’ social studies-oriented academic risk-taking behaviours and autonomous learning skills. Cypriot Journal of Educational Sciences, 14(1), 56–68. https://doi.org/10.18844/cjes.v14i1.4038
• Korkmaz, H. (2002). Fen eğitiminde proje tabanlı öğrenmenin yaratıcı düşünme, problem çözme ve akademik risk alma düzeylerine etkisi [The effect of project-based learning on creative thinking, problem solving and academic risk taking in science education]. [Doctoral thesis]. Hacettepe University.
• Köse, E., & Küçükoğlu, A. (2009). Evaluation of class learning environment in faculties of education in terms of some variables. Ahi Evran University Journal of Kırşehir Education Faculty, 10(3), 61-73.
• Lau, K. L., & Lee, C. K. J. (2008). Examining Hong Kong students’ achievement goals and their relations with students’ perceived classroom environment and strategy use. Educational Psychology, 28(4), 357-372. http://dx.doi.org/10.1080/01443410701612008
• Lee, S. W. (Ed.). (2005). Encyclopedia of school psychology. Sage.
• McMillan, J. H., & Schumacher, S. (2010). Research in education: evidence-based ınquiry (7th ed.). Pearson.
• Meyer, L. A., Wardrop, J. L., Hastings, C. N., & Linn, R. L. (1993). Effects of ability and settings on kindergartners' reading performance. The Journal of Educational Research, 86(3), 142–160. https://doi.org/10.1080/00220671.1993.9941153
• Midgley, C., Kaplan, A., Middleton, M., Maehr, M. L., Urdan, T., Anderman, L. H., Anderman, E., & Roeser, R. (1998). The development and validation of scales assessing students’ achievement goal orientations. Contemporary Educational Psychology, 23(2), 113-131. https://doi.org/10.1006/ceps.1998.0965
• Mucherah, W. (2008). Classroom climate and students' goal structures in high-school biology classrooms in Kenya. Learning Environments Research, 11(1), 63–81. https://doi.org/10.1007/s10984-007-9036-x
• Özbay, H. E., & Köksal, M. S. (2021). Middle school students' scientific epistemological beliefs, achievements in science and ıntellectual risk-taking. Science & Education, 30, 1233–1252. http://doi.org/10.1007/s11191-021-00217-y
• Peisner-Feinberg, E. S., Burchinal, M. R., Clifford, R. M., Culkin, M. L., Howes, C., Kagan, S. L., & Yazejian, N. (2001). The relation of preschool child-care quality to children's cognitive and social developmental trajectories through second grade. Child Development, 72(5), 1534–1553. https://doi.org/10.1111/1467-8624.00364
• Phan, H. P. (2008). Achievement goals, the classroom environment, and reflective thinking: A conceptual framework. Electronic Journal of Research in Educational Psychology, 6(3), 571–602.
• Pianta, R., Howes, C., Burchinal, M., Bryant, D., Clifford, R., Early, D., & Barbarin, O. (2002). Features of pre-kindergarten programs, classrooms, and teachers: Do they predict observed classroom quality and child-teacher ınteractions? Applied Developmental Science, 9(3), 144–159. https://doi.org/10.1207/s1532480xads0903_2
• Popilskis, L.B. (2013). The link between students’ achievement goals and perceptions of the classroom environment. [Doctoral thesis]. Fordhman University.
• Robinson, L. E. (2012). Academic risk-taking in an online environment. [Master’s thesis.] Connecticut University.
• Sharma, S. (2015). Promoting risk taking in mathematics classrooms: The importance of creating a safe learning environment. The Mathematics Enthusiast, 12(1), 290-306. https://psycnet.apa.org/doi/10.1111/j.2044-8279.1988.tb00875.x
• Sherry, A., & Henson, R. K. (2005). Conducting and interpreting canonical correlation analysis in personality research: A user-friendly primer. Journal of Personality Assessment, 84(1), 37-48.
• Stevens, J. P. (2009). Applied multivariate statistics for the social sciences. Routledge.
• Tay, B., Özkan, D., & Akyürek Tay, B. (2009). The effect of academic risk taking levels on the problem solving ability of gifted students. Procedia Social and Behavioral Sciences, 1(1), 1099-1104.
• Tezbaşaran, A. (1997). Likert tipi ölçek geliştirme kılavuzu [Likert type scale development guide]. Türk Psikologlar Derneği.
• Uysal, R., & Yılmaz Bingöl, T. (2014). Examining adolescents’ risk taking behavior in terms of self-efficacy and other variables. The Journal of Academic Social Science, 2(8), 573-582.
• Üztemur, S., Dinç, E., & Acun, İ. (2020). The relationships amongst middle school students’ social studies-oriented epistemic beliefs, learning approaches, academic risk taking behaviors and their course success: A structural equation modeling. Hacettepe University Journal of Education, 35(1), 179-199. https://doi.org/10.16986/HUJE.2019049985