Risk perceptions have become an important component of behavioral research. The literature consistently indicates that low risk perceptions are related to elevated frequencies of risk-taking behaviors in our youth, and that risk knowledge is also related to risk-taking behaviors in youth. Consequently, curricula are being used to educate our youth about risks with the hope of deterring them from participating in high-risk activities (i.e., using drugs, smoking cigarettes, unsafe sex, etc.) by implementing curricula that attempt to teach risk assessment. These curricula attempt to teach risk assessment by elevating risk perception levels. However, the developmental appropriateness of such instruction has been largely ignored. The purpose of this study is to investigate how school-age children perceive risk and how this may affect their risk-related behavior. Instrumentation in this study will be used as a tool to increase our knowledge of how children perceive risk and how these perceptions influence behavioral outcomes. At the conclusion of this session, the participant will be able to do the following: (1) Evaluate the lack of stable construct theory in cognitive risk study of adolescents, (2) Evaluate the lack of clarity in the extant literature associated with the determinants and developmental markers of risk cognition among adolescents, (3) Evaluate the lack of development of a theoretical and empirical base with respect to risk assessment and risk instruction, and (4) Apply an expectancy-value framework to understanding the relationship between risk perceptions and youth.
Keywords: Adolescent Health, Risk Behavior
Presenting author's disclosure statement:
Organization/institution whose products or services will be discussed: None
I do not have any significant financial interest/arrangement or affiliation with any organization/institution whose products or services are being discussed in this session.