Attending to affect

Fortus, David

doi:10.1002/tea.21155

Cited by 88 publications

(56 citation statements)

References 138 publications

(208 reference statements)

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“…As noted above, in the current study we focus on the latter, with the domain being future STEM education and career paths. While interest influences the direction in which a person may act, intrinsic motivation is what causes him to act and to maintain that action [55]. It refers to behavior that is driven by a person's finding it inherently interesting, enjoyable, or fun.…”

Section: Students' Beliefs About Ability Interest and Intrinsic Motimentioning

confidence: 99%

“…Attitudes represent a person's stance, disposition, or opinion toward people, objects, events, situations, or in this case, disciplines [63,64]. The construct of attitudes is separate from interest, in that one can have a positive attitude toward something without being interested in it [55]. Attitudes towards a subject consist of a number of sub-constructs and studies have used a variety in their measures of attitudes towards science, including perceptions of teachers, anxiety towards science, value of science, self-esteem in science and motivation towards science, among others [65].…”

Section: Students' Beliefs About Ability Interest and Intrinsic Motimentioning

confidence: 99%

See 1 more Smart Citation

Problem-Based Learning (PBL) and Student Interest in STEM Careers: The Roles of Motivation and Ability Beliefs

2017

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Abstract:Amid growing concerns about the future of the U.S. economy and workforce, educators and policymakers alike have increasingly emphasized the need to expand the number of students interested in, qualified for and actually pursuing careers in science, technology, engineering and mathematics (STEM). The current study draws on survey responses from a sample of 3852 high school students at inclusive STEM schools across the U.S. to investigate how project-and problem-based learning (PBL) may work to address this need. Multivariate regression results indicate that student ratings of PBL are associated with interest in pursuing a career in STEM, as well as with intrinsic motivation for science and students' ability beliefs for both science and math. Further, mediation analysis using Hayes' (2014) MEDIATE macro suggests that science intrinsic motivation and ability beliefs mediate the relationship between perceived PBL experiences and student interest in a future STEM career (IFSC). Our results highlight the important potential of PBL for increasing student STEM attitudes and interest in future STEM careers. As one of the only large-scale quantitative analyses of its kind, this study provides critical information for educators, school administrators and policymakers as they continue to seek effective ways of encouraging students to pursue STEM careers.

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Section: Students' Beliefs About Ability Interest and Intrinsic Motimentioning

confidence: 99%

Section: Students' Beliefs About Ability Interest and Intrinsic Motimentioning

confidence: 99%

Problem-Based Learning (PBL) and Student Interest in STEM Careers: The Roles of Motivation and Ability Beliefs

2017

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“…As students move from elementary to high school, their attitude to science becomes less positive with many choosing not to continue science beyond the compulsory years of schooling (Abrahams, 2007;Goodrum, Druhan, & Abbs, 2012;Haste, 2004;Logan & Skamp, 2008;Lyons & Quinn, 2010;Masters, 2006;Speering & Rennie, 1996). This decline in interest is of concern since students' decisions about the pursuit of science subjects and careers are forming in the middle years (Lyons & Quinn, 2010;Speering & Rennie, 1996).…”

Section: Activities In Sciencementioning

confidence: 99%

“…Such an omission has meant that student emotions, which influence how they react to learning experiences, have been under-researched (Alsop & Watts, 2003). In fact, between the years 2001-2011, less than 10% of the articles published in the three top science education journals have dealt with emotional perspectives on teaching and learning science (Fortus, 2014). Importantly, students' emotions are now understood to be a central part of learning (Alsop & Watts, 2003) and engagement (Milne & Otieno, 2007) in science.…”

Section: Introductionmentioning

confidence: 99%

Emotionally Intense Science Activities

King

Ritchie

Sandhu

et al. 2015

International Journal of Science Education

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Science activities that evoke positive emotional responses make a difference to students' emotional experience of science. In this study, we explored 8 th Grade students' discrete emotions expressed during science activities in a unit on Energy. Multiple data sources including classroom videos, interviews and emotion diaries completed at the end of each lesson were analyzed to identify individual student's emotions. Results from two representative students are presented as case studies. Using a theoretical perspective drawn from theories of emotions founded in sociology, two assertions emerged. Firstly, during the demonstration activity students experienced the emotions of wonder and surprise; secondly, during a laboratory activity students experienced the intense positive emotions of happiness/joy. Characteristics of these activities that contributed to students' positive experiences are highlighted. The study found that choosing activities that evoked strong positive emotional experiences, focused students' attention on the phenomenon they were learning, and the activities were recalled positively. Furthermore, such positive experiences may contribute to students' interest and engagement in science and longerterm memorability. Finally, implications for science teachers and pre-service teacher education are suggested.

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“…Exploring affect in the STEM education literature 11 , we identified possible constructs. For the purpose of this study, the constructs of affect are: interest, motivation, attitude, and self-efficacy.…”

Section: Theoretical Frameworkmentioning

confidence: 99%