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Active Learning on Trust and Reciprocity for Undergraduates
dc.contributor.author | Rodrigo-González, Amalia | |
dc.contributor.author | Caballer-Tarazona, Maria | |
dc.contributor.author | García-Gallego, Aurora | |
dc.date.accessioned | 2019-12-12T18:58:58Z | |
dc.date.available | 2019-12-12T18:58:58Z | |
dc.date.issued | 2019 | |
dc.identifier.citation | RODRIGO-GONZÁLEZ, Amalia; CABALLER-TARAZONA, María; GARCÍA-GALLEGO, Aurora. Active Learning on Trust and Reciprocity for Undergraduates. Sustainability, 2019, vol. 11, núm. 16, p. 4399 | ca_CA |
dc.identifier.issn | 2071-1050 | |
dc.identifier.uri | http://hdl.handle.net/10234/185426 | |
dc.description.abstract | We 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.extent | 22 p. | ca_CA |
dc.format.mimetype | application/pdf | ca_CA |
dc.language.iso | eng | ca_CA |
dc.publisher | MDPI | ca_CA |
dc.relation.isPartOf | Sustainability, 2019, vol. 11, núm. 16, p. 4399 | ca_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.rights | Atribución 4.0 Internacional | * |
dc.rights.uri | http://creativecommons.org/licenses/by-sa/4.0/ | * |
dc.subject | sustainable education | ca_CA |
dc.subject | trust | ca_CA |
dc.subject | reciprocity | ca_CA |
dc.subject | experiment | ca_CA |
dc.subject | game theory | ca_CA |
dc.title | Active Learning on Trust and Reciprocity for Undergraduates | ca_CA |
dc.type | info:eu-repo/semantics/article | ca_CA |
dc.identifier.doi | https://doi.org/10.3390/su11164399 | |
dc.relation.projectID | Financial support from the Spanish Ministerio de Economía y Competitividad (grant ECO2015-68469-R AEI/FEDER) is gratefully acknowledged. | ca_CA |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | ca_CA |
dc.relation.publisherVersion | https://www.mdpi.com/2071-1050/11/16/4399 | ca_CA |
dc.type.version | info:eu-repo/semantics/publishedVersion | ca_CA |
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article distributed under the terms and conditions of the Creative Commons Attribution
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