Poster #5 - Relations Between Students' Momentary and Remembered Affective Experiences in Science

• In Event: 18.060 - MTCC Poster Session Two
  In Poster Session: 18.060-2 - Emotion Regulation and Affective Experiences in Learning Contexts

Abstract

Expectancy-value theory posits that affective experiences influence achievement-related decisions, though the specifics of this relationship have not been widely researched. Drawing from cognitive psychology, we explored how high school students interpret and evaluate their affective experiences in science. Data were collected using surveys and experience sampling. Controlling for initial enjoyment at the beginning of the course, students’ ratings of remembered science enjoyment at the end of the course were predicted by their average momentary enjoyment during class, but not by peak or end enjoyment, as reported in past experimental studies. Results suggest that students’ enjoyment experiences during science class influence how they evaluate and remember science overall, but that processes might differ from those identified in experimental studies.

Authors

• Kimberly Marie Alberts, Michigan State University

• Patrick Neil Beymer, Michigan State University

• You-kyung Lee, Sookmyung Women's University

• Jennifer A. Schmidt, Michigan State University