Poster #6 - Shame on You! An Investigation Into the Impact of Academic Shame on Learning

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

Abstract

The current study explored the impact that academic shame has on the learning of complex science topics (i.e., physics). An experiment was conducted that randomly assigned learners to either a shame induction condition or a control condition (no shame induction). Results revealed that learners in the shame induction condition did experience significantly higher amounts of state shame (i.e., “in the moment shame”). Additionally, those in the shame induction condition learned significantly less than those in the control group. Learners that had a proneness to shame (as measured by the TOSCA-3) learned significantly less than those less prone to experience shame. Multiple interactions were discovered between shame, learning, and individual difference measures (e.g., attribution theory). Educational implications are discussed.

Authors

• Jeremiah Ray Sullins, Harding University

• Caroline Bean, Harding University

• Katherine Howell, Harding University

• Rebecca Denton

• Shelby Roberts, Harding University