Delving Into the Impact of Shame-Related Variables on Students' Learning

• In Event: Student Emotion Across Domains and Contexts

Abstract

The current study examined if/how shame-related variables are associated with negative effects on students’ STEM learning following shame-induction. In a randomized controlled trial, participants were assigned to one of two different groups. One group experienced a shame-induction protocol (i.e., experimental condition) whereas the other group did not (i.e., control condition). Furthermore, all participants completed tests of individual differences (e.g., causal dimension questionnaire). Results revealed that participants in the experimental group did experience significantly higher levels of state-shame compared to the control group. Additionally, significant interactions were discovered between our experimental manipulation and learner individual differences. Future research and applications to inclusivity are discussed.

Authors

• Jeremiah Ray Sullins, Harding University

• Juhee Kim, Florida State University

• Jeannine E. Turner, Florida State University