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Identifying, Understanding, and Addressing Elementary Students' Negative STEM Emotions and Beliefs

Fri, May 5, 4:15 to 5:45pm CDT (4:15 to 5:45pm CDT), Division C Virtual Sessions, Division C - Section 2a: Cognitive and Motivational Processes Virtual Paper Room

Session Type: Virtual Symposium

Abstract

It is understood that children’s negative learning-related emotions and beliefs impede their achievement (Foley et al., 2017; Ramirez et al., 2018). Despite this, there is much to be discovered about factors impacting the development of children’s content-area emotions/beliefs, how these factors operate to impact children, and what interventions and supports might be most effective at alleviating these anxieties and promoting positive content-area emotions. These topics are especially relevant in STEM content areas, as recent reports have demonstrated that the majority of elementary students are below proficiency in mathematics and science, with proportions of proficient students lowest among underserved groups (NAEP, 2020). This session presents timely research addressing the causes, mechanisms, and approaches to intervening upon children’s negative STEM emotions/beliefs.

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