Connection between academic emotions in situ and retention in the physics track: applying experience sampling method

Research output: Contribution to journalArticleScientificpeer-review

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.
Original languageEnglish
Article number25
JournalInternational Journal of STEM Education
Volume5
Number of pages6
ISSN2196-7822
DOIs
Publication statusPublished - 20 Jun 2018
MoE publication typeA1 Journal article-refereed

Fields of Science

  • 516 Educational sciences
  • Secondary school
  • Physics
  • RETENTION
  • EMOTIONS
  • Stress
  • Experience sampling method
  • HIGH-SCHOOL-STUDENTS
  • HIGHER-EDUCATION
  • SCIENCE
  • ACHIEVEMENT
  • MATHEMATICS
  • ENGAGEMENT
  • CHOICE
  • model
  • US

Cite this

@article{4af01cefbba94d09979b149955d416ec,
title = "Connection between academic emotions in situ and retention in the physics track: applying experience sampling method",
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.",
keywords = "516 Educational sciences, Secondary school, Physics, RETENTION, EMOTIONS, Stress, Experience sampling method, HIGH-SCHOOL-STUDENTS, HIGHER-EDUCATION, SCIENCE, ACHIEVEMENT, MATHEMATICS, ENGAGEMENT, CHOICE, model, US",
author = "Sanna Lehtamo and Kalle Juuti and Janna Inkinen and Jari Lavonen",
year = "2018",
month = "6",
day = "20",
doi = "10.1186/s40594-018-0126-3",
language = "English",
volume = "5",
journal = "International Journal of STEM Education",
issn = "2196-7822",
publisher = "Springer",

}

TY - JOUR

T1 - Connection between academic emotions in situ and retention in the physics track

T2 - applying experience sampling method

AU - Lehtamo, Sanna

AU - Juuti, Kalle

AU - Inkinen, Janna

AU - Lavonen, Jari

PY - 2018/6/20

Y1 - 2018/6/20

N2 - 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.

AB - 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.

KW - 516 Educational sciences

KW - Secondary school

KW - Physics

KW - RETENTION

KW - EMOTIONS

KW - Stress

KW - Experience sampling method

KW - HIGH-SCHOOL-STUDENTS

KW - HIGHER-EDUCATION

KW - SCIENCE

KW - ACHIEVEMENT

KW - MATHEMATICS

KW - ENGAGEMENT

KW - CHOICE

KW - model

KW - US

U2 - 10.1186/s40594-018-0126-3

DO - 10.1186/s40594-018-0126-3

M3 - Article

VL - 5

JO - International Journal of STEM Education

JF - International Journal of STEM Education

SN - 2196-7822

M1 - 25

ER -