Connection between Academic Emotions in Situ and Retention in the Physics Track: Applying Experience Sampling Method

Autor/inn/en	Lehtamo, Sanna; Juuti, Kalle; Inkinen, Janna; Lavonen, Jari
Titel	Connection between Academic Emotions in Situ and Retention in the Physics Track: Applying Experience Sampling Method
Quelle	In: International Journal of STEM Education, 5 (2018), Artikel 25 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Juuti, Kalle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2196-7822
DOI	10.1186/s40594-018-0126-3
Schlagwörter	Physics; Secondary School Students; Regression (Statistics); Anxiety; Academic Persistence; Questionnaires; Telephone Surveys; Affective Behavior; Correlation; Student Attitudes; Foreign Countries; Finland + Suchen Sie Ihr Suchwort? Physik; Sekundarschüler; Regression; Regressionsanalyse; Angst; Fragebogen; Telephone interview; Telefoninterview; Affective disturbance; Active behaviour; Affektive Störung; Korrelation; Schülerverhalten; Ausland; Finnland
Abstract	Background: There is a lack of students enrolling in upper secondary school physics courses. In addition, many students discontinue the physics track, causing a lack of applicants for university-level science, technology, engineering and mathematics (STEM) programmes. The aim of this research was to determine if it is possible to find a connection between academic emotions in situ and physics track retention at the end of the first year of upper secondary school using phone-delivered experience sampling method. We applied experience sampling delivered by phone to one group of students in one school. The sample comprised 36 first-year upper secondary school students (median age 16) who enrolled in the last physics course of the first year. Students' academic emotions during science learning situations were measured using phones three times during each of four physics lessons. Results: The logistic regression analysis showed that lack of stress predicted retention in the physics track. Conclusions: Via questionnaires delivered by phone, it is possible to capture students' academic emotions in situ, information on which may help teachers to support students emotionally during their physics studies. In addition, reflecting their situational academic emotions, students could perhaps make better-informed decisions concerning their studies in STEM subjects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01