How are affective factors studied in science education: A critical review on science affective factors

• In Event: AERA Poster Session Saturday 7:45 am
  In Poster Session: Orienting to Affect, Culture, and Language in Science Teaching and Learning

Abstract

Science affect plays an important role in students’ science learning. However, existing research is challenged by inconsistent terminology, overlapping constructs, and limited attention to the validity of measurement instruments. To address these issues, this study conducted a critical review of 283 empirical articles published between 2016 and 2022 in five leading science education journals. The review revealed that nearly 30% of studies lacked clear theoretical foundations. Participants were predominantly secondary students, and most were from Western, Educated, Industrialized, Rich, and Democratic (WEIRD) regions. Qualitative and mixed methods increased, while quantitative methods were still dominant. These findings highlight the need for a stronger theoretical foundation, more diverse participant contexts, and various methodologies in future research on science affect.

Authors

• Xiang HU, Renmin University of China

• Siyuan Wang, Renmin University of China

• Tao Wang, Renmin University of China