Emotional Involvement in STEM Studies: Canada and Sweden.
2011 (English)Conference paper (Refereed)
This study addresses issues of stagnating/declining enrollment in science, technology, engineering and mathematics (STEM) studies. Achievement, perseverance, academic emotions and motivation data were collected from students headed towards STEM studies (1654 Canadian Junior College students, 534 Swedes graduating from High School), and analysed using Latent Class Analysis. We identified three Emotional Involvement (EI) profiles: Low (LEI); Positive (PEI); Negative (NEI). EI is a more influential source of self-efficacy than previous research has demonstrated, explaining as much as 11 % of variance in self-efficacy. PEI students are likely to succeed and persevere in science studies, provided that they successfully adapt to the college environment. College instructors need to attend to the emotional well-being of their students.
Place, publisher, year, edition, pages
cognitive style, emotional involvement, STEM studies, cultural differences
IdentifiersURN: urn:nbn:se:liu:diva-65572OAI: oai:DiVA.org:liu-65572DiVA: diva2:396894
American Educational Research Association Conference