Relationships Between Students' Science Identities and Achievement Emotions in Physics

• In Event: Agency, Affect, and Identity in Science Learning

Abstract

We explored the relationship between achievement emotions and science identities in an inquiry-based physics class. We adapted the Achievement Emotions Questionnaire-Mathematics by replacing all references to mathematics with physics and selected items from the PRiSE survey. The adapted instruments were implemented with students in an inquiry-based physics class. The results showed that overall students did not perceive them as science persons, especially in chemistry or physics. Students’ anxiety levels were 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 emotions, students’ self-identification and their perceptions about their parents/relatives/friends’ views about them as physics persons were significantly related to their emotions in physics.

Author

• Mihwa Park, Texas Tech University
  Presenting Author