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|Title:||Measuring Affective Experience in the Midst of STEM Learning|
|Publisher:||Boulder, CO: International Society of the Learning Sciences|
|Citation:||Nissen, J. & Shemwell, J. (2014). Measuring Affective Experience in the Midst of STEM Learning. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 1. Colorado, CO: International Society of the Learning Sciences, pp. 142-149.|
|Abstract:||The Experience Sampling Method, an at-the-moment survey technique, was used to measure university students' affective experiences within school and in their daily lives on four variables: activation, self-efficacy, motivation, and stress. Affect was compared for school vs. non-school, and within school, STEM coursework vs. non-STEM coursework. Within STEM, affect for a focal physics course was compared to affect for all other STEM courses. School was experienced with higher stress, lower intrinsic motivation, and lower self- efficacy than non-school. STEM and non-STEM courses were not experienced differently, but the physics course was experienced with higher stress and lower self-efficacy than other STEM courses. The results suggest that, broadly, university coursework may undermine intrinsic motivation and that the negative impact occurs in the midst of instruction. More tentatively, the process of engaging with challenging STEM content, such as that of the physics course, may tend to increase stress and undermine self-efficacy.|
|Appears in Collections:||ICLS2014|
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