title: Determinants of risky decision-making: What is peer influence?

authors: Andrews, Tegan Emily Anne-Marie

subjects: Peer influence

abstract: Impulsive and risky decision-making have been linked to dangerous driving, substance use, gambling, overspending, and general delinquency. The aim of the series of studies presented in this thesis was to gain an understanding into contextual factors that influence decision-making, focusing on the effects of peers, age, and gender. Article 1 (Chapter 2) reports on a single study where participants completed a delay-discounting task either alone, or in the presence of a same-aged peer of the same gender. Those in the peer condition exhibited significantly greater rates of discounting compared to those alone when comparing the area under the curve; however, there was no significant difference between the discount rates (k) between those in the peer condition and those in the alone condition. Due to difficulty with recruitment, we had a small sample, therefore, these results should be interpreted with caution. Article 2 (Chapter 3) presents two studies which examine the difference between peer presence, and peer influence (when peers provide an opinion) on risk-taking. In both studies, we used three hypothetical probabilistic-discounting scenarios to examine risk-taking. The first study investigated risk-taking under three conditions: peer absence, peer presence, and negative peer influence (risk-promoting peer). The second study added a fourth condition, positive peer influence (risk-averse peer), to examine whether positive peer influence was more like peer absence, or peer presence. Both studies showed that participants exhibited the greatest amount of risk-taking in the negative peer-influence condition, compared to both the peer-present and peer-absent conditions. Risk-taking was also greater in the peer-present condition compared to in the peer-absent condition. Therefore, both the presence and negative influence of peers increased risk-taking. The results of the second study in Article 2 extended our findings, showing that positive peer influence resulted in the lowest rates of risk-taking behaviour, lower than when decision-making occurred in the absence of peers.
Article 3 (Chapter 4) outlines two studies which examined whether peer influence extends to other social relationships. The first study in Article 3 investigated whether risk-taking differs under the influence of parents, partners, and friends. We found that risk-taking was higher for parents and partners, compared to friends. We hypothesised that people were more influenced by their partners and parents as they had a closer relationship with them, compared to friends. Thus, the second study in Article 3 examined whether risk-taking differed based on the closeness of the relationship. Using a combination of probability and social discounting methods, we asked participants how likely they would be to risk receiving a fine for five social contacts of varied degrees of closeness. We found that risk-taking systematically differed based on the closeness of the relationship. Participants exhibited greater risk-taking for a closer social contact, compared to a more distant social contact. We also examined the effects of age and gender on decision-making across the five studies presented in this thesis. Our findings provided little evidence that risk-taking was related to age, however, there was some evidence that risk-taking of younger participants may be more influenced by peers than risk-taking of older participants. Risk-taking between men and women was similar and susceptibility to the presence and influence of peers was also similar between men and women. Collectively, these studies illustrate that both the presence and influence of peers affect decision-making, however, providing a direct influence has a greater effect. The greatest risk-taking occurs when peers provided a risk-promoting opinion, and the least when peers provided a risk-averse opinion. The influence of peers is not just limited to friends, but peer influence extended to others, such as romantic partners and parents. People were most influenced by those with whom they had a closer relationship. Thus, the social context wherein decision-making occurs is fundamental to the likelihood of risky choices.

text: Determinants of risky decision-making: What is peer influence? Impulsive and risky decision-making have been linked to dangerous driving, substance use, gambling, overspending, and general delinquency. The aim of the series of studies presented in this thesis was to gain an understanding into contextual factors that influence decision-making, focusing on the effects of peers, age, and gender. Article 1 (Chapter 2) reports on a single study where participants completed a delay-discounting task either alone, or in the presence of a same-aged peer of the same gender. Those in the peer condition exhibited significantly greater rates of discounting compared to those alone when comparing the area under the curve; however, there was no significant difference between the discount rates (k) between those in the peer condition and those in the alone condition. Due to difficulty with recruitment, we had a small sample, therefore, these results should be interpreted with caution. Article 2 (Chapter 3) presents two studies which examine the difference between peer presence, and peer influence (when peers provide an opinion) on risk-taking. In both studies, we used three hypothetical probabilistic-discounting scenarios to examine risk-taking. The first study investigated risk-taking under three conditions: peer absence, peer presence, and negative peer influence (risk-promoting peer). The second study added a fourth condition, positive peer influence (risk-averse peer), to examine whether positive peer influence was more like peer absence, or peer presence. Both studies showed that participants exhibited the greatest amount of risk-taking in the negative peer-influence condition, compared to both the peer-present and peer-absent conditions. Risk-taking was also greater in the peer-present condition compared to in the peer-absent condition. Therefore, both the presence and negative influence of peers increased risk-taking. The results of the second study in Article 2 extended our findings, showing that positive peer influence resulted in the lowest rates of risk-taking behaviour, lower than when decision-making occurred in the absence of peers.
Article 3 (Chapter 4) outlines two studies which examined whether peer influence extends to other social relationships. The first study in Article 3 investigated whether risk-taking differs under the influence of parents, partners, and friends. We found that risk-taking was higher for parents and partners, compared to friends. We hypothesised that people were more influenced by their partners and parents as they had a closer relationship with them, compared to friends. Thus, the second study in Article 3 examined whether risk-taking differed based on the closeness of the relationship. Using a combination of probability and social discounting methods, we asked participants how likely they would be to risk receiving a fine for five social contacts of varied degrees of closeness. We found that risk-taking systematically differed based on the closeness of the relationship. Participants exhibited greater risk-taking for a closer social contact, compared to a more distant social contact. We also examined the effects of age and gender on decision-making across the five studies presented in this thesis. Our findings provided little evidence that risk-taking was related to age, however, there was some evidence that risk-taking of younger participants may be more influenced by peers than risk-taking of older participants. Risk-taking between men and women was similar and susceptibility to the presence and influence of peers was also similar between men and women. Collectively, these studies illustrate that both the presence and influence of peers affect decision-making, however, providing a direct influence has a greater effect. The greatest risk-taking occurs when peers provided a risk-promoting opinion, and the least when peers provided a risk-averse opinion. The influence of peers is not just limited to friends, but peer influence extended to others, such as romantic partners and parents. People were most influenced by those with whom they had a closer relationship. Thus, the social context wherein decision-making occurs is fundamental to the likelihood of risky choices.

year: 2022

title: Motivation factors for students using Generative AI

authors: Sheridan, Brendan Daniel

subjects: Academic Integrity

abstract: Generative Artificial Intelligence (GenAI) has caused a shift in approaches to assessment and academic integrity in tertiary institutions. Recent research internationally and within Australasia underscores the need for responsible GenAI conduct and preparation for a future where work and education are shaped by GenAI technologies. However, ethical considerations often need to be made based on the impact on human research, intellectual property rights, and AI literacy in higher education. Academic integrity and ethical considerations should be used to balance hasty approaches to GenAI to ensure tertiary institutions provide inclusive learning opportunities. All of these impact on the need to understand what motivates student use of GenAI. Using the framework proposed by Bouteraa et al. (2024) as a model, this presentation applies data and results from recent literature to explore the factors which motivate use of Generative AI in a tertiary education context. These factors consist of Performance Expectancy, Effort Expectancy, Technological Self-Efficacy, Educational Self-Efficacy, Integrity, and Personal Anxiety. The presentation highlights what factors make students likely to use Generative AI, what factors demotivate use, and how motivation and demotivation do not always produce a desired outcome.

text: Motivation factors for students using Generative AI Generative Artificial Intelligence (GenAI) has caused a shift in approaches to assessment and academic integrity in tertiary institutions. Recent research internationally and within Australasia underscores the need for responsible GenAI conduct and preparation for a future where work and education are shaped by GenAI technologies. However, ethical considerations often need to be made based on the impact on human research, intellectual property rights, and AI literacy in higher education. Academic integrity and ethical considerations should be used to balance hasty approaches to GenAI to ensure tertiary institutions provide inclusive learning opportunities. All of these impact on the need to understand what motivates student use of GenAI. Using the framework proposed by Bouteraa et al. (2024) as a model, this presentation applies data and results from recent literature to explore the factors which motivate use of Generative AI in a tertiary education context. These factors consist of Performance Expectancy, Effort Expectancy, Technological Self-Efficacy, Educational Self-Efficacy, Integrity, and Personal Anxiety. The presentation highlights what factors make students likely to use Generative AI, what factors demotivate use, and how motivation and demotivation do not always produce a desired outcome.

year: 2025-09-05

title: Activating belonging: Towards a critcial ensemble pedagogy

authors: Brown, Gaenor

abstract: Contemporary research shows school belonging as a key determinant of learner health and wellbeing. Teachers, and teaching practices, are pivotal in developing safe, supportive communities in which students can learn and thrive, where they can belong. In this thesis the high school drama education ensemble in Aotearoa New Zealand is presented as a site for the exploration and activation of belonging. Framed through a self-study of teacher education practice, using (S-STEP) methodology, the research reimagines ensemble pedagogy for dramatic inquiry process through a lens of critical belonging. The research opens with a contextual review of contemporary scholarship and evolving theories about school belonging and ensemble pedagogy, mapping how both fields are relationally, spatially and temporally situated. The contextual review highlights the importance of drama education and school belonging practices and pedagogies in the generation of transdisciplinary knowledge.

Six principles of practice for drama educators have been developed to support the activation of belonging, relating to Identity, Process, Provocation, Space and Place, Performativity and Reflexivity. These principles are informed by semi-structured interviews with participants experienced in ensemble-based teaching and learning, and by autoethnographic reflective responses prompted by interview dialogues. In this research autoethnography is identified as a form of wayfinding, a traditional Pacific concept, drawing on the mātauranga Māori concepts and values of manaakitanga and whanaungatanga, to weave affective, political and socio-ecological belonging into a critical perspective of ensemble practice.

The six principles of practice have been trialled in dramatic inquiry workshops, with pre- service drama educators, in a design incorporating process drama, image theatre and forum theatre. Drama conventions as boundary objects, bridging the fields of drama education and belonging, provide structure to the workshops, further informing development of the principles of practice. Through an ongoing dialogic cycle of workshop enactment, participant feedback and drama educator reflection, the principles are reassessed, redefined and refined.

This research argues for a critical ensemble pedagogy that makes space for the ensemble as both site and practice. The study advocates for a pedagogy which honours indigenous ways of knowing in drama education, catalyses creative expression and activates critical belonging.

text: Activating belonging: Towards a critcial ensemble pedagogy Contemporary research shows school belonging as a key determinant of learner health and wellbeing. Teachers, and teaching practices, are pivotal in developing safe, supportive communities in which students can learn and thrive, where they can belong. In this thesis the high school drama education ensemble in Aotearoa New Zealand is presented as a site for the exploration and activation of belonging. Framed through a self-study of teacher education practice, using (S-STEP) methodology, the research reimagines ensemble pedagogy for dramatic inquiry process through a lens of critical belonging. The research opens with a contextual review of contemporary scholarship and evolving theories about school belonging and ensemble pedagogy, mapping how both fields are relationally, spatially and temporally situated. The contextual review highlights the importance of drama education and school belonging practices and pedagogies in the generation of transdisciplinary knowledge.

Six principles of practice for drama educators have been developed to support the activation of belonging, relating to Identity, Process, Provocation, Space and Place, Performativity and Reflexivity. These principles are informed by semi-structured interviews with participants experienced in ensemble-based teaching and learning, and by autoethnographic reflective responses prompted by interview dialogues. In this research autoethnography is identified as a form of wayfinding, a traditional Pacific concept, drawing on the mātauranga Māori concepts and values of manaakitanga and whanaungatanga, to weave affective, political and socio-ecological belonging into a critical perspective of ensemble practice.

The six principles of practice have been trialled in dramatic inquiry workshops, with pre- service drama educators, in a design incorporating process drama, image theatre and forum theatre. Drama conventions as boundary objects, bridging the fields of drama education and belonging, provide structure to the workshops, further informing development of the principles of practice. Through an ongoing dialogic cycle of workshop enactment, participant feedback and drama educator reflection, the principles are reassessed, redefined and refined.

This research argues for a critical ensemble pedagogy that makes space for the ensemble as both site and practice. The study advocates for a pedagogy which honours indigenous ways of knowing in drama education, catalyses creative expression and activates critical belonging.

year: 2025