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Resilience, science, technology, engineering, and mathematics (STEM), and anger: A linguistic inquiry into the psychological processes associated with resilience in secondary school STEM learning

Hall, Sophie S.; McGill, Ross Morrison; Puttick, Steven; Maltby, John

Resilience, science, technology, engineering, and mathematics (STEM), and anger: A linguistic inquiry into the psychological processes associated with resilience in secondary school STEM learning Thumbnail


Authors

SOPHIE HALL Sophie.Hall@nottingham.ac.uk
Clinical Trial Manager

Ross Morrison McGill

Steven Puttick

John Maltby



Abstract

Aim: To examine resilience in Science, Technology, Engineering, and Mathematics (STEM) learning within an ecological model, identifying the psychological processes associated with resilient, and non-resilient learning to develop a framework for promoting STEM resilience. Sample and method: From a sample of secondary-school students (n = 4,936), 1,577 students who found their STEM lesson difficult were identified. Students were assessed on three resilience capabilities and asked to write a commentary on how they responded to the lesson. Results: Factor analysis revealed that resilience in STEM learning could be positioned within the ecological systems model, with students’ resilience being comprised of three capabilities; the ability to quickly and easily recover (Recovery), remain focussed on goals (Ecological), and naturally adjust (Adaptive capacity). Using a linguistic analysis programme, we identified the prevalence of words within the student commentaries which related to seven psychological processes. Greater ability to recover was negatively related to negative emotional processes. To increase the specificity of this relationship, we identified high and low resilient students and compared their commentaries. Low resilient students used significantly more anger words. Qualitative analysis revealed interpersonal sources of anger (anger at teacher due to lack of support) and intrapersonal sources of anger (including rumination, expression and control, and seeking distraction). Conclusions: Anger is a key process that distinguishes students who struggle to recover from a difficult STEM lesson. An ecological systems model may prove useful for understanding STEM resilience and developing intervention pathways. Implications for teacher education include the importance of students’ perceptions of teacher support.

Citation

Hall, S. S., McGill, R. M., Puttick, S., & Maltby, J. (2022). Resilience, science, technology, engineering, and mathematics (STEM), and anger: A linguistic inquiry into the psychological processes associated with resilience in secondary school STEM learning. British Journal of Educational Psychology, 92(3), 1215-1238. https://doi.org/10.1111/bjep.12496

Journal Article Type Article
Acceptance Date Feb 21, 2022
Online Publication Date Mar 19, 2022
Publication Date 2022-09
Deposit Date Mar 23, 2022
Publicly Available Date Mar 23, 2022
Journal British Journal of Educational Psychology
Print ISSN 0007-0998
Electronic ISSN 2044-8279
Publisher Wiley
Peer Reviewed Peer Reviewed
Volume 92
Issue 3
Pages 1215-1238
DOI https://doi.org/10.1111/bjep.12496
Keywords Developmental and Educational Psychology; Education
Public URL https://nottingham-repository.worktribe.com/output/7646924
Publisher URL https://bpspsychub.onlinelibrary.wiley.com/doi/10.1111/bjep.12496?af=R

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