Resilience, science, technology, engineering, and mathematics (STEM), and anger

A linguistic inquiry into the psychological processes associated with resilience in secondary school STEM learning

Bibliographic Data

ID9615022
AuthorsSophie S Hall (0000-0002-9847-8269, College of Life Sciences University of Leicester UK, corresponding author), Ross Morrison McGill (Faculty of Education University of Cambridge UK), Steven Puttick (Department of Education University of Oxford UK), Steve Puttick (0000-0003-4939-8323, University of Oxford), John Maltby (0000-0002-0621-9359, College of Life Sciences University of Leicester UK)
Year2022
Volume92
Issue3
Pages1215-1238
Publication date2022-09-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueBritish Journal of Educational Psychology (JOURNAL)
Journal identifiersISSN: 0007-0998 • E-ISSN: 2044-8279
PublisherWiley (PUBLISHER • GB)
DOI10.1111/bjep.12496
PMID35304923
OpenAlexW4221019118
LanguageEN
Citations received6
References cited98

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

Anger · Mathematics education · Psychological resilience · Resilience (materials science) · Education, Achievement, and Giftedness · Grit, Self-Efficacy, and Motivation · Psychology · Resilience and Mental Health · Social Psychology

Tools

Open DOIOpen Access