Perceptions of Emotional Cost and Undergraduate Students' Interest in Physics

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2021-04

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Student persistence and retention in science, technology, engineering, and mathematics (STEM) courses and majors is an ongoing area of concern for educators and other stakeholders. In addition, some populations, such as women, remain underrepresented in STEM education and STEM careers. Understanding students' educational experiences may enable identification of causes for and solutions to STEM attrition and underrepresentation. The current study, based on student motivation, examined the relationship between students' perceptions of emotional cost and their interest in physics, and whether this depended on student gender. Findings revealed that the negative effects of emotional cost on interest were stronger for women than men. Understanding students' subjective course experiences may be important for identifying and implementing interventions aimed to increase persistence and retention in STEM, especially for underrepresented populations.

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Education and Human Ecology: 2nd Place (The Ohio State University Edward F. Hayes Graduate Research Forum)

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