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
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Record Link
<a href="https://www.compadre.org/portal/items/detail.cfm?ID=16350">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.</a>
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 November 4, 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 4 November 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. 4 Nov. 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 Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
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The AIP Style presented is based on information from the AIP Style Manual. The APA Style presented is based on information from APA Style.org: Electronic References. The Chicago Style presented is based on information from Examples of Chicago-Style Documentation. The MLA Style presented is based on information from the MLA FAQ. |
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