Jorien Louise Pruijssers , Gallia Singer , Zvi Singer , Desmond Tsang
{"title":"有抱负的金融市场专业人士的社会影响力压力和风险偏好","authors":"Jorien Louise Pruijssers , Gallia Singer , Zvi Singer , Desmond Tsang","doi":"10.1016/j.jaccedu.2022.100828","DOIUrl":null,"url":null,"abstract":"<div><p>To better understand the behavior of financial market professionals, in this study, we analyze the risk preferences of <em>aspiring</em> financial market professionals <em>before</em> they enter the financial markets and examine whether these risk preferences are influenced by obedience and conformity pressures. We conducted an experiment involving 131 students and asked them to choose between risky and safe grading options. Observing their change of choices under social influence pressures, we found that obedience pressure significantly influenced their risk choices, but conformity pressure was effective only when the peer information was delivered by an authority figure. Overall, our findings imply that risk preferences are not invariable and can be maneuvered by an authority figure. For practitioners, our findings imply that managers in financial firms can use their power responsibly to discourage excessive risk-taking behavior. For academia, our findings show the importance of training accounting graduates with competencies beyond technical proficiency and with better understanding of the social context in which (ethical) decisions are made.</p></div>","PeriodicalId":35578,"journal":{"name":"Journal of Accounting Education","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Social influence pressures and the risk preferences of aspiring financial market professionals\",\"authors\":\"Jorien Louise Pruijssers , Gallia Singer , Zvi Singer , Desmond Tsang\",\"doi\":\"10.1016/j.jaccedu.2022.100828\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>To better understand the behavior of financial market professionals, in this study, we analyze the risk preferences of <em>aspiring</em> financial market professionals <em>before</em> they enter the financial markets and examine whether these risk preferences are influenced by obedience and conformity pressures. We conducted an experiment involving 131 students and asked them to choose between risky and safe grading options. Observing their change of choices under social influence pressures, we found that obedience pressure significantly influenced their risk choices, but conformity pressure was effective only when the peer information was delivered by an authority figure. Overall, our findings imply that risk preferences are not invariable and can be maneuvered by an authority figure. For practitioners, our findings imply that managers in financial firms can use their power responsibly to discourage excessive risk-taking behavior. For academia, our findings show the importance of training accounting graduates with competencies beyond technical proficiency and with better understanding of the social context in which (ethical) decisions are made.</p></div>\",\"PeriodicalId\":35578,\"journal\":{\"name\":\"Journal of Accounting Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-03-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Accounting Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0748575122000628\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Accounting Education","FirstCategoryId":"1085","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0748575122000628","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"Social Sciences","Score":null,"Total":0}
Social influence pressures and the risk preferences of aspiring financial market professionals
To better understand the behavior of financial market professionals, in this study, we analyze the risk preferences of aspiring financial market professionals before they enter the financial markets and examine whether these risk preferences are influenced by obedience and conformity pressures. We conducted an experiment involving 131 students and asked them to choose between risky and safe grading options. Observing their change of choices under social influence pressures, we found that obedience pressure significantly influenced their risk choices, but conformity pressure was effective only when the peer information was delivered by an authority figure. Overall, our findings imply that risk preferences are not invariable and can be maneuvered by an authority figure. For practitioners, our findings imply that managers in financial firms can use their power responsibly to discourage excessive risk-taking behavior. For academia, our findings show the importance of training accounting graduates with competencies beyond technical proficiency and with better understanding of the social context in which (ethical) decisions are made.
期刊介绍:
The Journal of Accounting Education (JAEd) is a refereed journal dedicated to promoting and publishing research on accounting education issues and to improving the quality of accounting education worldwide. The Journal provides a vehicle for making results of empirical studies available to educators and for exchanging ideas, instructional resources, and best practices that help improve accounting education. The Journal includes four sections: a Main Articles Section, a Teaching and Educational Notes Section, an Educational Case Section, and a Best Practices Section. Manuscripts published in the Main Articles Section generally present results of empirical studies, although non-empirical papers (such as policy-related or essay papers) are sometimes published in this section. Papers published in the Teaching and Educational Notes Section include short empirical pieces (e.g., replications) as well as instructional resources that are not properly categorized as cases, which are published in a separate Case Section. Note: as part of the Teaching Note accompany educational cases, authors must include implementation guidance (based on actual case usage) and evidence regarding the efficacy of the case vis-a-vis a listing of educational objectives associated with the case. To meet the efficacy requirement, authors must include direct assessment (e.g grades by case requirement/objective or pre-post tests). Although interesting and encouraged, student perceptions (surveys) are considered indirect assessment and do not meet the efficacy requirement. The case must have been used more than once in a course to avoid potential anomalies and to vet the case before submission. Authors may be asked to collect additional data, depending on course size/circumstances.