Challenge and Threat Appraisals in High School Science: Investigating the Roles of Psychological and Physiological Factors

Autor/inn/en	Martin, Andrew J.; Kennett, Roger; Pearson, Joel; Mansour, Marianne; Papworth, Brad; Malmberg, Lars-Erik
Titel	Challenge and Threat Appraisals in High School Science: Investigating the Roles of Psychological and Physiological Factors
Quelle	In: Educational Psychology, 41 (2021) 5, S.618-639 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Martin, Andrew J.) ORCID (Malmberg, Lars-Erik)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2021.1887456
Schlagwörter	High School Students; Anxiety; Self Efficacy; Physiology; Science Tests; Science Achievement; Foreign Countries; Grade 7; Grade 8; Grade 9; Grade 10; Scientific Attitudes; Australia + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Angst; Self-efficacy; Selbstwirksamkeit; Physiologie; Ausland; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Australien
Abstract	While completing a science test and science survey, 155 high school students wore a biometric wristband (measuring electrodermal activity; EDA) and self-reported their science self-efficacy and science anxiety. Adopting a challenge-threat appraisal perspective and latent profile analysis, we explored how students were psychologically (self-efficacy, anxiety) and physiologically (EDA) oriented to science. We identified three groups (profiles), representing different challenge-threat profiles. The largest group was the 'composed challenge-and-threat' group (modest EDA, average anxiety, average self-efficacy). The next largest was the 'aroused high-threat' group (elevated EDA, elevated anxiety, low self-efficacy). The third represented 'composed high-challenge' students (modest EDA, elevated self-efficacy, low anxiety). The aroused high-threat group scored significantly lower than composed high-challenge and composed challenge-and-threat groups in science test performance and flow. Notably, the composed high-challenge and composed challenge-and-threat groups did not significantly differ in test performance; however, the composed high-challenge group was significantly higher in flow than the composed challenge-and-threat group. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01