Correlates of intellectual risk taking in elementary school science

This study had the goal of exploring factors associated with elementary students' (N = 585) reports of intellectual risk taking in science. Intellectual risk taking (IRT) was defined as engaging in adaptive learning behaviors (sharing tentative ideas, asking questions, attempting to do and learn new things) that placed the learner at risk of making mistakes or appearing less competent than others. Results of hierarchical regression indicate that students' reports of IRT declined by grade-level, but were positively related to interest in science, creative self-efficacy, and perceptions of teacher support. Of all the factors considered, interest in science was found to have the strongest unique and positive relationship with students' reports of intellectual risk taking in science.