The Role of Academic Emotions and Belonging in Predicting Science Persistence: A Cross-Lagged Approach (Poster 32): SIG-Motivation in Education, Stage 2, 2:00 PM

• In Event: e-Lightening Ed-Talk Session 12 - Stage 2

Abstract

This study investigated the reciprocal relations among belonging and emotions in undergraduate science students (n = 417), and their impact on science persistence. We analyzed data at three time points from a longitudinal study. Results from cross-lagged analyses indicated that positive emotions and belonging had some reciprocal relations, but the pattern was inconsistent over time. There were no reciprocal relations among negative emotions and belonging. Belonging consistently predicted science persistence, and emotional dimensions varied in their predictions of the same outcomes. Findings suggest that supporting feelings of belonging and positive emotions can enhance science persistence, highlighting a possible critical period for supporting students' emotional well-being and academic success.

Authors

• William Van Luven, Michigan State University

• Garam A. Lee, Michigan State University

• Utku Caybas, Michigan State University

• Saki Inoue, Michigan State University

• Manuela Berardinelli Urbanske Donnelly, Old Dominion University

• John Keane, University of Michigan

• Tony Perez, Old Dominion University

• Lisa Linnenbrink-Garcia, Michigan State University