High School Students’ Attitudes Towards Spiders: A cross‐cultural comparison

Prokop, Pavol; Tolarovičová, Andrea; Camerik, A. M.; Peterková, Viera

doi:10.1080/09500690903253908

Cited by 63 publications

(45 citation statements)

References 48 publications

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“…Disgust and fear towards specific animals have been under research, usually by survey studies (Prokop, Fančovičová, & Fedor, 2010;Prokop, Özel, & Uşak, 2009;Prokop, Tolarovičová, Camerik, & Peterková, 2010;Prokop & Tunnicliffe, 2008;Prokop, Uşak, & Fančovičová, 2010), but here we used an experimental and controlled approach based on a specific dissection task with a pre-/post evaluation. We hypothesize that anxiety and disgust (both as a trait and a specific state measurement) might have an influence on motivation.…”

Section: Introductionmentioning

confidence: 99%

“…Survey studies on animal preferences and on disgust revealed interesting results that were often in accordance with a biological basis, e.g., students dislike spiders or snakes, which may be a consistent effect across different cultures, but with some subtle differences. In areas where spiders may pose a threat to health, these animals are rated as more fearful (Prokop, Tolarovičová, Camerik, & Peterková, 2010). Apart from spiders and snakes, other species were also often rated as negativistic, e.g.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The relationship between disgust, state-anxiety and motivation during a dissection task

Randler¹,

Wüst-Ackermann²,

Vollmer³

et al. 2012

Learning and Individual Differences

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The relationship between disgust, state-anxiety and motivation during a dissection task

Randler¹,

Wüst-Ackermann²,

Vollmer³

et al. 2012

Learning and Individual Differences

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“…Prokop et al (2009) suggests that at least 30 % of all participants (14 to 17 years) on a crosscultural comparison (Slovakia and South Africa) are afraid of spiders and showed negative attitudes towards them. At the origin of these negative attitudes towards spiders, as fears and phobias, are a cognitive component and a social component, by cultural differences or personal experiences (Davey, 1994;Jong, Andrea, & Muris, 1997;).…”

Section: Discussionmentioning

confidence: 99%

Preservice teachers' conceptions about animals and particularly about spiders

Jambrina

Vacas²,

Sánchez-Barbudo³

2017

EJREP

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“…Furthermore, much research has been conducted on students' attitudes toward spiders (Prokop and Tunnicliffe 2008;Prokop et al 2010b). However, research on students' perceptions and knowledge of social insects, particularly ants, is lacking.…”

Section: Bringing Invertebrates Into the Classroommentioning

confidence: 99%

Human–Insect Relationships: An ANTless Story? Children's, Adolescents', and Young Adults' Ways of Characterizing Social Insects

Sammet

Andres

2015

Anthroz Jour Inter Peo Ani

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Ants may serve as powerful model organisms for uncovering principles of insect biology and social behavior. The aim of this study was to provide a quantitative analysis of secondary-school students' perceptions and knowledge of ants. It was part of a longitudinal project based on the concept of "ant research" in classrooms. The outcomes were to be used to implement studies of ants into a progressive curriculum for all secondary-school students. In order to design modules for science education, it was necessary to identify the perceptions and knowledge that students in different grades had of ants. Three hundred and twenty-one students from 14 classes in the 6th, 7th, 9th, and 12th grades participated in the study. A questionnaire was used and included closed-and open-ended questions, as well as a drawing task. The results indicated that students had little classroom experience with ants and lacked basic knowledge of ants. There were no significant differences in the knowledge scores of 7th, 9th, and 12th graders. However, the perceptions of ants differed between lower and upper secondary school students. While younger students tended to describe ants in terms of morphological characteristics, older students predominantly referred to ants using behavioral terms. Students exhibited few affective responses to ants. The findings indicate that students were more influenced by media portrayals of ants than by personal encounters with these animals. Therefore, school-curriculum developers should encourage direct contact with ant species.

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High School Students’ Attitudes Towards Spiders: A cross‐cultural comparison

Cited by 63 publications

References 48 publications

The relationship between disgust, state-anxiety and motivation during a dissection task

The relationship between disgust, state-anxiety and motivation during a dissection task

Preservice teachers' conceptions about animals and particularly about spiders

Human–Insect Relationships: An ANTless Story? Children's, Adolescents', and Young Adults' Ways of Characterizing Social Insects

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