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Challenge and threat appraisals in high school science: investigating the roles of psychological and physiological factors
Educational Psychology ( IF 3.6 ) Pub Date : 2021-02-24 , DOI: 10.1080/01443410.2021.1887456
Andrew J. Martin 1 , Roger Kennett 1 , Joel Pearson 1 , Marianne Mansour 1 , Brad Papworth 1 , Lars-Erik Malmberg 2
Affiliation  

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.



中文翻译:

高中科学中的挑战和威胁评估:调查心理和生理因素的作用

摘要

在完成科学测试和科学调查时,155 名高中生戴着生物识别腕带(测量皮肤电活动;EDA)并自我报告他们的科学自我效能感和科学焦虑。我们采用挑战-威胁评估视角和潜在概况分析,探讨了学生在心理(自我效能感、焦虑)和生理(EDA)方面如何面向科学。我们确定了三个组(配置文件),代表不同的挑战-威胁配置文件。最大的组是“组合挑战和威胁”组(适度 EDA、平均焦虑、平均自我效能)。次大的是“被唤醒的高威胁”组(EDA 升高、焦虑升高、自我效能低)。第三个代表“组成的高挑战”学生(适度的 EDA、提高的自我效能感、低焦虑)。在科学测试表现和流程方面,唤醒高威胁组的得分明显低于组合高挑战组和组合挑战和威胁组。值得注意的是,组成的高挑战组和组成的挑战和威胁组在测试表现上没有显着差异;然而,组合式高挑战组的流量明显高于组合式挑战和威胁组。

更新日期:2021-02-24
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