Determinant Factors of Smart Risk-Taking Behavior

What is it about?

This article aims to identify the psychological factors of students that correlate with the smart risk-taking behavior of high school students in Indonesia. The data in this study were distributed to 227 students from 3 (three) regions in Indonesia and evaluated using the Partial Least Square Structural Equation Modeling (PLS-SEM) analysis technique. This study found that students' self-confidence was the biggest factor influencing the increase in smart risk-taking behavior, followed by the intention to learn chemistry and teacher support responses. These three factors were found to positively and significantly influence smart risk-taking behavior. However, we found that the smart risk-taking behavior of high school students in Indonesia is still poor. Therefore, it is necessary to have a learning strategy to utilize information technology in chemistry learning. We made several contributions, such as (a) developing a conceptual framework of psychological factors that can increase students' smart risk-taking behavior in chemistry learning that has not been extensively researched and developed by previous researchers; and (b) mapping out how the three psychological factors of students can be maximized to increase smart risk-taking behavior. For this reason, this research is expected to provide practical and academic contributions that can be used as a reference for bank management and further research.

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Photo by Ismail Salad Osman Hajji dirir on Unsplash

Photo by Ismail Salad Osman Hajji dirir on Unsplash

Why is it important?

Chemistry learning is a very abstract learning that contains three levels of representation of chemical phenomena. Students' lack of understanding of chemistry learning is caused by students' doubts in making decisions, so that misconceptions often occur in chemistry learning. Therefore, it is important to apply students' courage in making intelligent decisions in learning chemistry, using media or a conducive environment to direct students to make intelligent decisions, so as to reduce misconceptions.

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