The present study aims to identify and investigate the parameters of taking academic epistemic risks concerning undergraduate young adults who are considered to use social media more frequently than any other users. The study was carried out following a mixed methodology. The study observes the principles of exploratory sequential design of the mixed method. In an exploratory mixed study, initially a theoretical proposition is obtained through a qualitative methodology; then this proposition is tested with a quantitative method. A case study as the qualitative part was conducted over 15 university students who use social media. As a result of the qualitative study, the parameters which were discovered to exert effects on young adults' epistemic risk taking in their social media posts with academic content were identified. A survey research study was carried out with a measurement tool developed by the researchers to assess the obtained parameters. By means of the survey performed over 215 undergraduates, the parameters of epistemic risk were tested. There are individual- and environment-related parameters affecting young adults' taking academic epistemic risk on social media. It was found out from the analyses of these parameters that the parameters knowledgeability, academic knowledgeability, and ethics have direct effects of academic epistemic risk taking. It was also revealed that the parameters self-esteem, responsibility, educational background, and virtual social capital are potentially effective. [For the complete proceedings, see ED590271.]