Exploration of Relationships between Students’ Science Identities and Achievement Emotions in Physics
Many studies have found relationships between students’ achievement emotions and their performance as well as between students’ science identities and their performance. However, little is known about how students’ achievement emotions are related to their science identities. This study explored the...
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| Format: | Article |
| Language: | English |
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MDPI AG
2022-04-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/12/5/290 |
| _version_ | 1797500403015745536 |
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| author | Mihwa Park |
| author_facet | Mihwa Park |
| author_sort | Mihwa Park |
| collection | DOAJ |
| description | Many studies have found relationships between students’ achievement emotions and their performance as well as between students’ science identities and their performance. However, little is known about how students’ achievement emotions are related to their science identities. This study explored the relationship between achievement emotions and science identities in an inquiry-based physics class. In order to do so, we adapted the Achievement Emotions Questionnaire-Mathematics by replacing all references to mathematics with physics and selected items from the Persistence Research in Science and Engineering (PRiSE) survey. The adapted instruments were implemented with students in an inquiry-based physics class. The results showed that, overall, students’ self-perceptions as science persons were low, especially as chemistry or physics persons. Students also had negative emotions overall about physics. The results showed that students’ anxiety levels were significantly increased in a test-related situation compared to class-related and learning-related situations. In terms of the relationships between their science identity and their achievement emotions, students’ self-identification and their perceptions about their parents/relatives/friends’ views about them as physics persons were significantly related to their achievement emotions in physics. We also found that tests triggered great anxiety for students regardless of their pride in and enjoyment of physics. |
| first_indexed | 2024-03-10T03:01:10Z |
| format | Article |
| id | doaj.art-df04575e13b542618c1b4bcb345455b2 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-10T03:01:10Z |
| publishDate | 2022-04-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-df04575e13b542618c1b4bcb345455b22023-11-23T10:45:00ZengMDPI AGEducation Sciences2227-71022022-04-0112529010.3390/educsci12050290Exploration of Relationships between Students’ Science Identities and Achievement Emotions in PhysicsMihwa Park0Department of Curriculum and Instruction, Texas Tech University, Lubbock, TX 79409, USAMany studies have found relationships between students’ achievement emotions and their performance as well as between students’ science identities and their performance. However, little is known about how students’ achievement emotions are related to their science identities. This study explored the relationship between achievement emotions and science identities in an inquiry-based physics class. In order to do so, we adapted the Achievement Emotions Questionnaire-Mathematics by replacing all references to mathematics with physics and selected items from the Persistence Research in Science and Engineering (PRiSE) survey. The adapted instruments were implemented with students in an inquiry-based physics class. The results showed that, overall, students’ self-perceptions as science persons were low, especially as chemistry or physics persons. Students also had negative emotions overall about physics. The results showed that students’ anxiety levels were significantly increased in a test-related situation compared to class-related and learning-related situations. In terms of the relationships between their science identity and their achievement emotions, students’ self-identification and their perceptions about their parents/relatives/friends’ views about them as physics persons were significantly related to their achievement emotions in physics. We also found that tests triggered great anxiety for students regardless of their pride in and enjoyment of physics.https://www.mdpi.com/2227-7102/12/5/290achievement emotionscience identityphysics |
| spellingShingle | Mihwa Park Exploration of Relationships between Students’ Science Identities and Achievement Emotions in Physics Education Sciences achievement emotion science identity physics |
| title | Exploration of Relationships between Students’ Science Identities and Achievement Emotions in Physics |
| title_full | Exploration of Relationships between Students’ Science Identities and Achievement Emotions in Physics |
| title_fullStr | Exploration of Relationships between Students’ Science Identities and Achievement Emotions in Physics |
| title_full_unstemmed | Exploration of Relationships between Students’ Science Identities and Achievement Emotions in Physics |
| title_short | Exploration of Relationships between Students’ Science Identities and Achievement Emotions in Physics |
| title_sort | exploration of relationships between students science identities and achievement emotions in physics |
| topic | achievement emotion science identity physics |
| url | https://www.mdpi.com/2227-7102/12/5/290 |
| work_keys_str_mv | AT mihwapark explorationofrelationshipsbetweenstudentsscienceidentitiesandachievementemotionsinphysics |