The Influence of Perceived Disgust on Students’ Motivation and Achievement

Randler, Christoph; Hummel, Eberhard; Wüst-Ackermann, Peter

doi:10.1080/09500693.2012.654518

Cited by 46 publications

(59 citation statements)

References 42 publications

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“…While the introduction of living animals to the classroom may have several benefits like an increase in student motivation, living animals also elicit fear and disgust (Randler et al, 2013). In biology lessons, students are exposed to different (living) animals, and students may perceive some as more and some as less disgusting.…”

mentioning

confidence: 99%

“…In biology lessons, students are exposed to different (living) animals, and students may perceive some as more and some as less disgusting. Living invertebrates are among the animals rated as most disgusting (snail, earthworm, woodlouse (Randler et al, 2013)). Students need guidance in coping with the presence of disgust-eliciting living invertebrates that may lead to a disgust reduction.…”

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confidence: 99%

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Invertebrate disgust reduction in and out of school and its effects on state intrinsic motivation

Wüst-Ackermann

Vollmer²,

Itzek-Greulich³

et al. 2018

Palgrave Commun

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Invertebrates are used in environmental, biology, and science education. However, they can elicit disgust, which can be detrimental for motivational and learning outcomes. In addition, practical work including hands-on interaction with living invertebrates could be a viable way to reduce invertebrate disgust and strengthen state intrinsic motivation. Moreover, Big-Five personality may explain the students' reaction to the exposure with live invertebrates. Therefore, the present study tested the effects of an intervention with living invertebrates on disgust and state intrinsic motivation in a sample of 1861 students (age 10-12 years). Moreover, we tested whether an in-school or an out-of-school intervention was more successful in reducing disgust as compared to the control group. While disgust was measured at pre-and post-test, trait motivation was measured at pre-test and state intrinsic motivation was measured at post-test. Results show that while both treatment conditions reduced disgust more than the control condition, the out-of-school condition had a more pronounced disgust reduction than the school condition. Disgust was negatively related to state intrinsic motivation, but state intrinsic motivation was equally high in both treatment conditions (school and university). Extraversion was negatively and neuroticism was positively related to disgust. Big-Five personality was generally associated with state intrinsic motivation. In conclusion, invertebrate disgust can be successfully reduced by an intervention with live invertebrates. The workstation-based intervention with live invertebrates is useful in different settings, both in and out of school and effective with invertebrate species, especially with snails and mealworms, because children's disgust for these species was significantly reduced and lower disgust was related to higher state intrinsic motivation.

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confidence: 99%

mentioning

confidence: 99%

Invertebrate disgust reduction in and out of school and its effects on state intrinsic motivation

Wüst-Ackermann

Vollmer²,

Itzek-Greulich³

et al. 2018

Palgrave Commun

Self Cite

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“…Also according to some of researchers it was the most influential emotional reaction [3,4]. Likewise Randler et al [25] investigated their students' reactions for disgust ratings immediately after the respective lessons and according to result of their study, the dissection of a fish elicited high disgust responses. Holstermann et al [13] showed that interest was negatively related to disgust prior to and during the dissection of a pig's heart.…”

Section: Discussionmentioning

confidence: 99%

“…Emotion of anxiety and also disgust is more mentioned about studies of dissection. Randler, Hummel and Wüst-Ackermann [25] showed up that the preservice science teachers felt high disgust in fish dissection task. One another study related with dissection of fish was showed up that low disgust and low anxiety were positively predicted by interest and competence and also high disgust and anxiety can lead to high tension [26].…”

Section: Introductionmentioning

confidence: 99%

The prospective science teachers’ perspectives of dissection experiments: Calf’s heart, fish and frog dissection

Beşoluk

Demirhan

2016

SHS Web of Conferences

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Abstract. This study aims to find out the sophomore prospective science teachers' cognitive emotional reactions, physiological-motor reactions with regard to a calf's heart, fish and frog dissection in biology laboratory experiments. Meanwhile to find out if they had a choice, they would prefer to do or not to do these dissections. In this study a phenomenological design was used which is involving a qualitative research method. The sample consisted of totally 43 (37 female and 6 male) sophomore prospective science teachers in 2013-2014 spring term. The data was collected with using of a questionnaire which was developed by one of the researcher. The data was analyzed through qualitative descriptive analysis. According to the results of the study, the prospective science teachers' cognitive emotional reactions were mainly categorized as positive and negative feelings. Positive feelings were curiosity, interest, excitement, enjoyable and pleasure and also negative feelings were disgust, displeasure, sad, stress and fear. Also five physiological-motor reactions were found. These were queasiness, trembling hands, loss of appetite, dizziness and dry mouth.

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“…Students often evaluated hands-on dissection as difficult to be accepted, however, good for their education. Simultaneously, they described hands-on dissection of macroscopic invertebrates as very disgusting (Randler, Hummel, & Würst-Ackermann, 2013). Students are against the breeding and killing of animals in order for hands-on dissection to be performed, whereas women held higher negative attitudes (Fančovičová, & Prokop, 2014;Millett, & Lock, 1992).…”

Section: Attitudes Towards Hands-on and Virtual Dissection And Influementioning

confidence: 99%

Can Virtual Dissection Replace Traditional Hands-on Dissection in School Biology Laboratory Work?

Havlíčková

Šorgo

Bílek

2018

EURASIA J MATH SCI T

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With the advent of computers virtual dissection was recognized as a plausible option for the replacement of hands-on dissection. Based on survey data collected from 489 Czech Biology teachers it was revealed that teachers value positively both variants of dissection, even more, differences are small or even negligible. Differences on motivation scale toward both variants are small or negligible too. From the answers based on motivation scale, we can construct a ghost teacher as someone who recognizes both alternatives of dissections as interesting, and even pleasant and fun activities. However, dissection should be performed as mostly as self-regulated activities with perceived benefits for the students as the dominant incentive, while not recognizing activity as important. The differences exist both between the acceptability of different kind of organisms for hands-on and virtual dissection, and in the actual school practice. In the long term perspective is cohabitation of both variants most probable.

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The Influence of Perceived Disgust on Students’ Motivation and Achievement

Cited by 46 publications

References 42 publications

Invertebrate disgust reduction in and out of school and its effects on state intrinsic motivation

Invertebrate disgust reduction in and out of school and its effects on state intrinsic motivation

The prospective science teachers’ perspectives of dissection experiments: Calf’s heart, fish and frog dissection

Can Virtual Dissection Replace Traditional Hands-on Dissection in School Biology Laboratory Work?

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