Risky Sidft in Adolescence as Functions of Academic Achievement and Socio­Economic Status

Abstract

The present study is an attempt to conduct an empirical investigation on risky shift in adolescence as functions of academic achievement and socio-economic status. For this purpose, several theories have been proposed to account for the occurrence of risky shift. These are (1) Theory of Risky Shift and Psychosocial Maturity(2) Social Comparison Theory of Risky Shift(3) The Persuasive Argument Theory of Risky Shift(4) Diffusion of Responsibility Theory of Risky Shift(5) Risk as a Value Theory(6) Risky Shift as an Artifact Theory(7) The Leadership Theories of Risky Shift(8) Social Decision Schemes Theory of Risky Shift(9) Group Polarization Theory of Risky Shift(} 0) Egocentricity as a Theory of Risky Shift all The Role of Personality Type as a Theory of Risky Shift(l2) Theories Regarding Sex Differences in Risky Shift. Review of relevant literature was made to highlight the concepts relating to risky shift. An overview of theoretical orientations and empirical findings was made of the clarification of the objectives and hypotheses of the study. Four hypotheses were formulated. The first hypothesis was boys would prefer to take significantly riskier shift than girls. The second hypothesis was that respondents at the late adolescence stage would prefer to take significantly more risk-taking decision than the respondents of early adolescence stage. The third hypothesis was that high achievers would prefer to take significantly more risk-taking behavior than the low achievers. The fourth hypothesis was that students with middle SES would prefer significantly riskier shift as compared to the students with high SES and low SES. These hypotheses were framed in the perspectives of theoretical orientation, empirical findings and personal observations in the area of risky shift in the context of Bangladesh. The sample of the study was composed of 480 respondents between 13 to 16 years of age. They were equally divided into boys and girls. Each category was again divided into early adolescence and late adolescence. They were again equally subdivided into high achiever and low achiever. They were again equally subdivided into high, middle and low on the basis of socio-economic status. The Choice Dilemma Questionnaire (Bengali version) was administered on each respondent separately for the collection of data on risky shift. The Choice Dilemma Questionnaire(CDQ) contained twelve hypothetical situations. The highest possible score was (12x9) 108 and the lowest possible score was (12xl) 12. The risky shift score was 60. Hence a total score of 60 or above was regarded as risky shift score. The split-half reliability of CDQ was computed with odd an even numbers and the coefficient of correlation was 0.68. When Spearman-Brown Prophecy formula was applied, the correlation coefficient raised from 0.68 to 0.81. Thus the satisfactory internal consistency of the CDQ was obtained. The study involved factorial design with risky shift as dependent variable and two levels of gender (boys/girls), two levels of adolescence (early/late), two levels of academic achievement (high achiever/low achiever) and three levels of socio-economic status (high/middle/low) as the independent variables. The results of the study were computed using the statistical technique of Analysis of Variance (ANOVA). It was found that main effect of gender, adolescence and socio-economic status was statistically significant on the total score of Choice Dilemma Questionnaire (CDQ). A two-way interaction involving gender and adolescence, adolescence and socio-economic status and lastly academic achievement and socio-economic status was statistically significant on the total score of Choice Dilemma Questionnaire (CDQ). Again, a three-way interaction among gender, adolescence and academic achievement and among gender, adolescence and socio-economic status were statistically significant on the total score of Choice Dilemma Questionnaire (CDQ). In conclusion it may be said that the analysis of results across all four independent variables provided support for first, second and fourth hypotheses. Additionally, a two-way interaction involving gender and adolescence, adolescence and socio-economic status and lastly academic achievement and socio-economic status and again, a three-way interaction among gender, adolescence and academic achievement and among gender, adolescence and socio­economic status showed a higher trend for risky shift. The results supported that adolescence serves as encouragement for a person to take more risky behavior.