scholarly journals Effects of Decision Thinking Model and Risk Preference on Risk Decision-Making

2016 ◽  
Vol 06 (09) ◽  
pp. 939-945
Author(s):  
维维 罗
2019 ◽  
Vol 47 (10) ◽  
pp. 1-10 ◽  
Author(s):  
Yujia Sui ◽  
Hongying Tan ◽  
Di Li

We used the Balloon Analogue Risk Task to study the changes and differences in risk preference between individuals and dyads in successive loss and gain contexts. Regardless of who was making the decision, the degree of risk taking after the first gain was significantly higher than that after the first loss, whereas the degree of risk taking after successive gains was significantly lower than that after successive losses. Further, risk preference increased after successive losses, and the increase was smaller for a dyad than for an individual, meaning the dyad’s decision making was more rational. Participants’ risk preference decreased after successive gains, and the extent of the decrease was larger for a dyad than that for an individual, meaning that individuals’ decision making was more rational. These findings indicate that the rational performance of both individuals and dyads in continuous risk decision making varies according to their gains or losses.


2011 ◽  
Author(s):  
Paul Whitney ◽  
John M. Hinson ◽  
Peter J. Rosen

Author(s):  
Dawei Wang ◽  
Mengmeng Zhou ◽  
Liping Zhu ◽  
Yixin Hu ◽  
Yuxi Shang

2018 ◽  
Vol 88 (1) ◽  
pp. 53-80 ◽  
Author(s):  
LAUREN A. TURNER ◽  
A. J. ANGULO

Lauren A. Turner and A. J. Angulo explore how institutional theory can be applied to explain variance in higher education organizational strategies. Given strong regulatory, normative, and cultural-cognitive pressures to conform, they ask, why do some colleges engage in high-risk decision making? To answer this, they bring together classic and contemporary approaches to institutional theory and propose an integrated model for understanding outlier higher education strategies. The integrated model offers a heuristic for analyzing external and internal pressures that motivate colleges to implement nontraditional strategies. Through an analysis of recent trends among outlier colleges and their approaches to the Scholastic Aptitude Test, Turner and Angulo contextualize the model and consider its potential for understanding why higher education organizations adopt characteristics that differentiate them from their peers.


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