The Relationship between Disgust, State-Anxiety and Motivation during a Dissection Task

Autor/inn/en	Randler, Christoph; Wust-Ackermann, Peter; Vollmer, Christian; Hummel, Eberhard
Titel	The Relationship between Disgust, State-Anxiety and Motivation during a Dissection Task
Quelle	In: Learning and Individual Differences, 22 (2012) 3, S.419-424 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2012.01.005
Schlagwörter	Self Efficacy; Laboratory Procedures; Student Motivation; Science Teachers; Anxiety; Correlation; Task Analysis; Emotional Response; Pretests Posttests; Prediction; Science Instruction; Animals; Teacher Education; Preservice Teachers + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Laboruntersuchung; Schulische Motivation; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Angst; Korrelation; Aufgabenanalyse; Emotionales Verhalten; Vorhersage; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Animal; Tier; Tiere; Lehrerausbildung; Lehrerbildung
Abstract	Emotions influence motivation, but emotions, such as disgust, have attracted less attention in learning research. We assessed the influence of disgust measured as trait and specific state component, state anxiety and self-efficacy on intrinsic motivation during the dissection of a fish using a pre-/post-design in science teacher students. Anxiety and disgust had a negative influence on motivation. Students with more experience in dissections reported lower pressure. Anxiety after the lesson was influenced by prior anxiety and by animal reminder disgust. Specific state disgust after the dissection was predicted by prior specific state disgust, core disgust and state anxiety. State anxiety and specific state disgust decreased during the dissection. The future commitment to use dissection at school was solely predicted by interest; competence and pressure failed the significance level marginally. (Contains 8 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10