A scenario-based measure for academic risk-taking in higher education

Academic risk-taking (ART) denotes students’ engagement in challenging learning tasks characterized by uncertainty regarding the correctness of one's contribution and the outcome. In higher education, ART is often assessed using the Academic Risk-Taking Scale by Hübner and Pfost (2023). In this study, we intend to explore the psychometric properties of a scenario-based approach for measuring academic risk-taking among higher education students. Furthermore, associations with the Academic Risk-Taking Scale and further theoretical relevant constructs, e.g., fear of failure and need for cognition, are examined. The sample consists of students enrolled in a German university or a university of applied sciences program. The study is based on a cross-sectional survey design, with data collected via an online questionnaire.