Risky prospects and risk aversion tendencies: does competition in the classroom depend on grading practices and knowledge of peer-status?

We found that when normative grading was used, individuals were less willing to assist a peer when they knew that the peer’s status was proximate to their own

Tyler J. Burleigh

2017

Scholarcy highlights

  • When students are faced with the decision of whether to assist a peer, they should be sensitive to the potential risks associated with doing so
  • We found that when normative grading was used, individuals were less willing to assist a peer when they knew that the peer’s status was proximate to their own

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