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Abstract Title: Investigating relationships between emotional states and self-efficacy, agency, and interest in introductory labs
Abstract: As instructors and curriculum developers examine the role of physics lab in introductory courses, researchers are beginning to attend to students' affective experiences such as attitudes about ex- perimentation and sense of agency. We expand on this work by exploring the relationships between emotional states and students' self-efficacy, sense of agency, and interest in the context of physics lab activities. We administered pre- and post-surveys to students in two calculus-based introductory physics courses to gauge students' perceptions of the lab activities with regard to their emotional states, self-efficacy, sense of agency, and interest. Students attend studio sessions twice per week and the lab activities are interspersed throughout the semester. The labs are primarily designed to reinforce physics concepts that were introduced to students the previous day in an interactive lecture session. Our results indicated that students' self-efficacy and sense of agency are tightly related to one another in the context of these physics labs. However, we found few clear and consistent trends between students' emotional states and their self-efficacy, sense of agency, and interest.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session 1 Room A
Poster Number: 1A-6
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Meghan Kinnischtzke
Colorado School of Mines
Golden, CO 80401
and Co-Presenter(s)
Emily M. Smith, Colorado School of Mines