Gendered differences in academic emotions and their implications for student success in STEM

Michael Pelch

doi:10.1186/s40594-018-0130-7

Abstract

BackgroundUnderstanding student anxiety is an important factor for broadening the gender diversity of STEM majors due to its disproportionate and negative influence on women. To investigate how student anxiety is related to other academic emotions I conducted open-ended interviews with 19 university students and analyzed the data using emergent grounded theory. Emergent grounded theory uses inductive and deductive reasoning to develop a model of cognition and human behavior.ResultsData analysis led to the development of a detailed theoretical model outlining connections among student anxiety, positive and negative academic emotions, self-regulated learning, and performance. In addition, the data highlight important emotional differences between men and women that have the potential to influence retention in STEM. Specifically, the model elaborates on the concept of a self-deprecating cycle driven by negative academic emotions and suggests that women may be more likely to become trapped in this cycle.ConclusionThe model incorporates students’ emotions as a powerful influence on performance and can be used to inform strategies aimed at changing how university students experience and deal with emotions such as student anxiety.

Highlights

Understanding student anxiety is an important factor for broadening the gender diversity of STEM majors due to its disproportionate and negative influence on women
Other relationships—for example, the connections between High Student Anxiety and Testing and Good Study Habits and Self-Regulated Learning (SRL)—were reflected in the data analysis of this study as well as being identified in previous research studies that used quantitative methodologies
Statements in the Frustration and Avoidance category would often co-occur with statements in Poor Study Habits as well as statements focused on High Student Anxiety; statements in High Student Anxiety co-occurred with statements coded as Lack of Confidence, Academic Excuses, and Fear

Summary

Introduction

Understanding student anxiety is an important factor for broadening the gender diversity of STEM majors due to its disproportionate and negative influence on women. A cognitive model proposed by Graham et al (2013) characterizes why STEM-interested students stay or leave. In this model, classroom activities influence both learning and the development of students’ identity as scientists. The model describes a positive feedback loop suggesting that when students begin to learn science, they gain the confidence to start perceiving themselves as scientists; as they begin to identify as scientists, they gain the motivation to devote more effort to the activities that help them learn science (Graham et al 2013). Confidence, and motivation all have significant emotional components (Meyer and Turner 2002), a better understanding of the gendered differences in academic emotions and their influence on student learning could potentially help address the gendered gap in STEM persistence

Objectives

Methods

Results

Discussion

Conclusion