Vanessa Hübner
Biographic Data
| ID | 8958394 |
|---|---|
| NAME | Vanessa Hübner |
| GIVEN NAMES | Vanessa |
| FAMILY NAME | Hübner |
| SIGNATURE | HÜBNER V |
| AFFILIATIONS | University of Bamberg |
| ORCID | 0000-0003-3568-7618 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Explaining academic risk-taking
Academic risk-taking denotes the individual tendency to choose demanding rather than easy learning tasks that entail the risk of making a visible error and ultimately appearing less competent in front of others. Academic risk-taking has been shown to be beneficial for learning outcomes, but students’ reluctance is oftentimes high. The purpose of our study is to investigate whether motivation to study and locus of control are linked to students’ p…
Perceived social support, attachment representations, and academic risk-taking in higher education
Academic risk-taking (ART) refers to the students’ tendency to engage in challenging learning tasks for which there is uncertainty about the correctness of the outcome, and which carry the risk of making an error visible. Since coping with such an outcome can be considered a stressful event, we ask whether students’ perception of the availability of social support is related to their ART. The analyses are based on a sample of 341 German universit…
Leap, learn, earn
Background The positive learning effects of academic risk taking (ART) in higher education has been discussed since the 1980s. However, this may not apply equally for all social groups. Men and women may differ in the way they use ART to construct their gender identity. Students with different socioeconomic status (SES) may differ in their ability to navigate academic risks due to differences in available cultural capital. Aims This study examine…
University students’ beliefs about errors predict their willingness to take academic risks
Students’ beliefs about errors have become a field of interest within higher education research. Studies show that these are associated with students’ GPA as well as their learning strategies. Whether students’ beliefs about errors are associated with their willingness to engage in learning situations in which making errors is likely, is still an open question. To address this research gap, we measured error beliefs on three dimensions (affect, c…
No prominent works on this page.
University students’ beliefs about errors predict their willingness to take academic risks
Students’ beliefs about errors have become a field of interest within higher education research. Studies show that these are associated with students’ GPA as well as their learning strategies. Whether students’ beliefs about errors are associated with their willingness to engage in learning situations in which making errors is likely, is still an open question. To address this research gap, we measured error beliefs on three dimensions (affect, c…
Leap, learn, earn
Background The positive learning effects of academic risk taking (ART) in higher education has been discussed since the 1980s. However, this may not apply equally for all social groups. Men and women may differ in the way they use ART to construct their gender identity. Students with different socioeconomic status (SES) may differ in their ability to navigate academic risks due to differences in available cultural capital. Aims This study examine…
Explaining academic risk-taking
Academic risk-taking denotes the individual tendency to choose demanding rather than easy learning tasks that entail the risk of making a visible error and ultimately appearing less competent in front of others. Academic risk-taking has been shown to be beneficial for learning outcomes, but students’ reluctance is oftentimes high. The purpose of our study is to investigate whether motivation to study and locus of control are linked to students’ p…
Perceived social support, attachment representations, and academic risk-taking in higher education
Academic risk-taking (ART) refers to the students’ tendency to engage in challenging learning tasks for which there is uncertainty about the correctness of the outcome, and which carry the risk of making an error visible. Since coping with such an outcome can be considered a stressful event, we ask whether students’ perception of the availability of social support is related to their ART. The analyses are based on a sample of 341 German universit…
Education, Achievement, and Giftedness (3 works) · German (3 works) · Academic achievement (2 works) · Communication in Education and Healthcare (2 works) · Higher education (2 works) · Mathematics education (2 works) · Psychology (2 works) · Social Psychology (2 works) · Attachment and Relationship Dynamics (1 work) · Cognition (1 work)