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dc.contributor.authorRodrigo-González, Amalia
dc.contributor.authorCaballer-Tarazona, Maria
dc.contributor.authorGarcía-Gallego, Aurora
dc.date.accessioned2019-12-12T18:58:58Z
dc.date.available2019-12-12T18:58:58Z
dc.date.issued2019
dc.identifier.citationRODRIGO-GONZÁLEZ, Amalia; CABALLER-TARAZONA, María; GARCÍA-GALLEGO, Aurora. Active Learning on Trust and Reciprocity for Undergraduates. Sustainability, 2019, vol. 11, núm. 16, p. 4399ca_CA
dc.identifier.issn2071-1050
dc.identifier.urihttp://hdl.handle.net/10234/185426
dc.description.abstractWe propose a teaching activity aimed at promoting social values, such as trust and reciprocity, among undergraduate students in economics and related degrees. We present our pilot experience of what we call RED–‘Reading–Experiment–Discussion’, a three-step activity as part of a class of a specific module at the University of Valencia. During the Reading step, we encourage students to reflect, learn, and critically think about social values. In the second step, Experiment, students make decisions in a trust game experiment, a game created to measure trust and reciprocity in economic environments. Students then give opinions through a post-experiment questionnaire. Our research hypotheses are tested by using non-parametric methods. We also investigate the association between students’ decisions and their attitudinal and sociodemographic characteristics by linear regression analysis. Experimental data show that decisions on trust and reciprocity are dependent on earnings information and that, on average, females trust more than males. Finally, in the Discussion step, the learning is reinforced by sharing the readings about morals and the experimental decisions. In short, RED may be of great help in transmitting to students the role of social preferences in individual decision making.ca_CA
dc.format.extent22 p.ca_CA
dc.format.mimetypeapplication/pdfca_CA
dc.language.isoengca_CA
dc.publisherMDPIca_CA
dc.relation.isPartOfSustainability, 2019, vol. 11, núm. 16, p. 4399ca_CA
dc.rights© 2019 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).ca_CA
dc.rightsAtribución 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by-sa/4.0/*
dc.subjectsustainable educationca_CA
dc.subjecttrustca_CA
dc.subjectreciprocityca_CA
dc.subjectexperimentca_CA
dc.subjectgame theoryca_CA
dc.titleActive Learning on Trust and Reciprocity for Undergraduatesca_CA
dc.typeinfo:eu-repo/semantics/articleca_CA
dc.identifier.doihttps://doi.org/10.3390/su11164399
dc.relation.projectIDFinancial support from the Spanish Ministerio de Economía y Competitividad (grant ECO2015-68469-R AEI/FEDER) is gratefully acknowledged.ca_CA
dc.rights.accessRightsinfo:eu-repo/semantics/openAccessca_CA
dc.relation.publisherVersionhttps://www.mdpi.com/2071-1050/11/16/4399ca_CA
dc.type.versioninfo:eu-repo/semantics/publishedVersionca_CA


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© 2019 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access
article distributed under the terms and conditions of the Creative Commons Attribution
(CC BY) license (http://creativecommons.org/licenses/by/4.0/).
Excepto si se señala otra cosa, la licencia del ítem se describe como: © 2019 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).