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Physical Review Physics Education Research
written by Laura Timonen, Kalle Juuti, and Sari Harmoinen
Research on student retention in higher education (HE) physics could benefit by studying emotions in the context of engagement and learning. However, popular retention theories include only a narrow selection of emotions, creating a need to look elsewhere. In this study, we borrow the lens of an affective engagement model, the framework of an optimal learning moment, which has rarely been used in HE research so far. It defines situational engagement and three categories of learning enhancing, detracting, or accelerating emotions via twelve singular situational emotions. These twelve emotions in learning and other situations form intensive longitudinal data collected from twenty students using the experience sampling method (ESM) during their first two months of studying physics in a Finnish university. A two-level hierarchical dataset consisting of ESM measures (N11 = 440) and student records (N2 = 20), with gender as a background factor, are analyzed in two steps: first with hierarchical linear modeling, followed by multinomial logistic regression, giving results on both levels of the hierarchy, which is quite uncommon still. The results show how situational engagement and learning situations are separately connected to situational emotions and, further, how especially the learning enhancing emotions connect to success in courses (passing, grades) and first year student retention, surpassing the effect of course success.
Physical Review Physics Education Research: Volume 18, Issue 2, Pages 020126
Subjects Levels Resource Types
Education Foundations
- Learning Theory
- Research Design & Methodology
= Evaluation
= Statistics
- Societal Issues
= Gender Issues
- Student Characteristics
= Affect
General Physics
- Physics Education Research
- Lower Undergraduate
- Reference Material
= Research study
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Free access
License:
This material is released under a Creative Commons Attribution 4.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevPhysEducRes.18.020126
Keywords:
Affective Domain, physics identity, self efficacy, self regulation, student retention
Record Creator:
Metadata instance created October 28, 2022 by Lyle Barbato
Record Updated:
April 17, 2023 by Caroline Hall
Last Update
when Cataloged:
October 14, 2022
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AIP Format
L. Timonen, K. Juuti, and S. Harmoinen, , Phys. Rev. Phys. Educ. Res. 18 (2), 020126 (2022), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.18.020126).
AJP/PRST-PER
L. Timonen, K. Juuti, and S. Harmoinen, Learning enhancing emotions predict student retention: Multilevel emotions of Finnish university physics students in and outside learning situations, Phys. Rev. Phys. Educ. Res. 18 (2), 020126 (2022), <https://doi.org/10.1103/PhysRevPhysEducRes.18.020126>.
APA Format
Timonen, L., Juuti, K., & Harmoinen, S. (2022, October 14). Learning enhancing emotions predict student retention: Multilevel emotions of Finnish university physics students in and outside learning situations. Phys. Rev. Phys. Educ. Res., 18(2), 020126. Retrieved April 19, 2024, from https://doi.org/10.1103/PhysRevPhysEducRes.18.020126
Chicago Format
Timonen, L, K. Juuti, and S. Harmoinen. "Learning enhancing emotions predict student retention: Multilevel emotions of Finnish university physics students in and outside learning situations." Phys. Rev. Phys. Educ. Res. 18, no. 2, (October 14, 2022): 020126, https://doi.org/10.1103/PhysRevPhysEducRes.18.020126 (accessed 19 April 2024).
MLA Format
Timonen, Laura, Kalle Juuti, and Sari Harmoinen. "Learning enhancing emotions predict student retention: Multilevel emotions of Finnish university physics students in and outside learning situations." Phys. Rev. Phys. Educ. Res. 18.2 (2022): 020126. 19 Apr. 2024 <https://doi.org/10.1103/PhysRevPhysEducRes.18.020126>.
BibTeX Export Format
@article{ Author = "Laura Timonen and Kalle Juuti and Sari Harmoinen", Title = {Learning enhancing emotions predict student retention: Multilevel emotions of Finnish university physics students in and outside learning situations}, Journal = {Phys. Rev. Phys. Educ. Res.}, Volume = {18}, Number = {2}, Pages = {020126}, Month = {October}, Year = {2022} }
Refer Export Format

%A Laura Timonen %A Kalle Juuti %A Sari Harmoinen %T Learning enhancing emotions predict student retention: Multilevel emotions of Finnish university physics students in and outside learning situations %J Phys. Rev. Phys. Educ. Res. %V 18 %N 2 %D October 14, 2022 %P 020126 %U https://doi.org/10.1103/PhysRevPhysEducRes.18.020126 %O application/pdf

EndNote Export Format

%0 Journal Article %A Timonen, Laura %A Juuti, Kalle %A Harmoinen, Sari %D October 14, 2022 %T Learning enhancing emotions predict student retention: Multilevel emotions of Finnish university physics students in and outside learning situations %J Phys. Rev. Phys. Educ. Res. %V 18 %N 2 %P 020126 %8 October 14, 2022 %U https://doi.org/10.1103/PhysRevPhysEducRes.18.020126


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