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首页> 外文期刊>International Journal of STEM Education >Connection between academic emotions in situ and retention in the physics track: applying experience sampling method
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Connection between academic emotions in situ and retention in the physics track: applying experience sampling method

机译：原位学术情绪与物理轨道保持之间的联系：应用经验抽样方法

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Background There is a lack of students enrolling in upper secondary school physics courses. In addition, many students discontinue the physics track, causing a lack of applicants for university-level science, technology, engineering and mathematics (STEM) programmes. The aim of this research was to determine if it is possible to find a connection between academic emotions in situ and physics track retention at the end of the first year of upper secondary school using phone-delivered experience sampling method. We applied experience sampling delivered by phone to one group of students in one school. The sample comprised 36 first-year upper secondary school students (median age 16) who enrolled in the last physics course of the first year. Students’ academic emotions during science learning situations were measured using phones three times during each of four physics lessons. Results The logistic regression analysis showed that lack of stress predicted retention in the physics track. Conclusions Via questionnaires delivered by phone, it is possible to capture students’ academic emotions in situ, information on which may help teachers to support students emotionally during their physics studies. In addition, reflecting their situational academic emotions, students could perhaps make better-informed decisions concerning their studies in STEM subjects.
机译：背景信息缺少参加高中物理课程的学生。另外，许多学生中断了物理课程，导致缺乏大学水平的科学，技术，工程和数学（STEM）课程的申请者。这项研究的目的是确定是否有可能通过电话提供的经验抽样方法在高中第一年末找到就地的学术情感和物理成绩保持之间的联系。我们将通过电话提供的经验抽样应用于一所学校中的一组学生。样本包括第一年最后一门物理课程的36名一年级高中学生（中位年龄16岁）。在四个物理课中，每学步使用电话测量学生在科学学习过程中的学术情感的三倍。结果Logistic回归分析显示，应力不足可预测保留在物理轨道中。结论通过电话问卷，可以就地捕获学生的学术情感，这些信息可以帮助教师在物理学习过程中以情感方式支持学生。此外，反映他们的处境学术情绪，学生也许可以就他们在STEM学科中的学习做出更明智的决定。

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