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

Randler, Christoph; Wüst-Ackermann, Peter; Vollmer, Christian; Hummel, Eberhard

doi:10.1016/j.lindif.2012.01.005

Cited by 27 publications

(26 citation statements)

References 43 publications

(60 reference statements)

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“…Conscientiousness was a predictor of invertebrate-inspired achievement. The correlations with achievement were stronger for state motivation than for trait motivation (Randler et al, 2012b).…”

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confidence: 85%

“…For example, showed that disgust reduction is possible with living animals in the classroom, and, similarly, Randler et al (2012b) showed that dissecting a fish reduces the specific situational disgust towards this task. On the other hand, there are many "false positives" (Klieger and Siejak, 1997) where students report disgust but may not act disgusted when confronted with those species-if this is the case, disgust reduction by a school intervention with living invertebrates would be easier to accomplish.…”

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confidence: 96%

“…Negative emotions, such as anxiety and disgust, are related to lower achievement (Randler et al, 2005) and less willingness to protect disgusting species (Prokop and Fančovičová, 2013), while positive emotions, like interest and well-being are positively related to learning achievement and motivation (Randler et al, 2012b). Disgust reactions are usually hard to unlearn (Kasperbauer, 2015), but studies in clinical settings on phobia (e.g., spider or snake phobia) showed that an intervention with living animals can reduce this phobia, lending support for these types of intervention (Ballouard et al, 2012).…”

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confidence: 99%

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Invertebrate disgust reduction in and out of school and its effects on state intrinsic motivation

Wüst-Ackermann

Vollmer²,

Itzek-Greulich³

et al. 2018

Palgrave Commun

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Invertebrates are used in environmental, biology, and science education. However, they can elicit disgust, which can be detrimental for motivational and learning outcomes. In addition, practical work including hands-on interaction with living invertebrates could be a viable way to reduce invertebrate disgust and strengthen state intrinsic motivation. Moreover, Big-Five personality may explain the students' reaction to the exposure with live invertebrates. Therefore, the present study tested the effects of an intervention with living invertebrates on disgust and state intrinsic motivation in a sample of 1861 students (age 10-12 years). Moreover, we tested whether an in-school or an out-of-school intervention was more successful in reducing disgust as compared to the control group. While disgust was measured at pre-and post-test, trait motivation was measured at pre-test and state intrinsic motivation was measured at post-test. Results show that while both treatment conditions reduced disgust more than the control condition, the out-of-school condition had a more pronounced disgust reduction than the school condition. Disgust was negatively related to state intrinsic motivation, but state intrinsic motivation was equally high in both treatment conditions (school and university). Extraversion was negatively and neuroticism was positively related to disgust. Big-Five personality was generally associated with state intrinsic motivation. In conclusion, invertebrate disgust can be successfully reduced by an intervention with live invertebrates. The workstation-based intervention with live invertebrates is useful in different settings, both in and out of school and effective with invertebrate species, especially with snails and mealworms, because children's disgust for these species was significantly reduced and lower disgust was related to higher state intrinsic motivation.

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confidence: 85%

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confidence: 96%

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confidence: 99%

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Invertebrate disgust reduction in and out of school and its effects on state intrinsic motivation

Wüst-Ackermann

Vollmer²,

Itzek-Greulich³

et al. 2018

Palgrave Commun

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“…This was found in a case of (reported) dissection activities, where negative attitudes influenced learning outcomes (Randler et al 2005, Holsterman et al 2009. Some research has found that if students are exposed to disgust-evoking animals like mice or snakes (Ballouard et al 2012, Randler et al 2012a, or are participating in dissections activities (Holstermann et al, 2012;Randler et al, 2012b), their disgust sensitivity toward such objects or situations is reduced. Also, their affection toward live animals (toads) rises (Tomažič, 2008).…”

Section: Direct Experiences and Students' Attitude Ratingsmentioning

confidence: 99%

Factors Affecting Students’ Attitudes Toward Toads

Tomažič

Šorgo²

2017

EURASIA J MATH SCI T

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Amphibians are one of the most threatened animal groups; however, attitudes and emotions toward them are mostly negative. One of the efforts, as a part of the cognitive dimension of nature protection, should be in the shifting of negative attitudes toward amphibians to positive ones. The purpose of this study was reevaluation of the Toad Attitude Questionnaire (TAQ), as well as assessment of lower and upper secondary school students' attitudes towards toads. The moderating role of grade, gender, reported direct experiences, their experiences with nature, or whether they live in rural or urban areas on student attitudes toward toads was assessed. The results show that the level of education, gender, and reported direct experiences with toads, influence student attitudes more than place of residence and reported number of visits to natural surroundings. The implications for school work based on our study are numerous, some of them opposing recent trends in replacement of real hands-on activities with virtual ones in zoology education. There is no reason that animals in a classroom should be regarded mainly as objects of dissection. Giving them the status of ambassadors representing billions of similar or different organisms from nature is a better approach.

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“…Randler, Hummel and Wüst-Ackermann [25] showed up that the preservice science teachers felt high disgust in fish dissection task. One another study related with dissection of fish was showed up that low disgust and low anxiety were positively predicted by interest and competence and also high disgust and anxiety can lead to high tension [26].…”

Section: Introductionmentioning

confidence: 99%

The prospective science teachers’ perspectives of dissection experiments: Calf’s heart, fish and frog dissection

Beşoluk

Demirhan

2016

SHS Web of Conferences

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Abstract. This study aims to find out the sophomore prospective science teachers' cognitive emotional reactions, physiological-motor reactions with regard to a calf's heart, fish and frog dissection in biology laboratory experiments. Meanwhile to find out if they had a choice, they would prefer to do or not to do these dissections. In this study a phenomenological design was used which is involving a qualitative research method. The sample consisted of totally 43 (37 female and 6 male) sophomore prospective science teachers in 2013-2014 spring term. The data was collected with using of a questionnaire which was developed by one of the researcher. The data was analyzed through qualitative descriptive analysis. According to the results of the study, the prospective science teachers' cognitive emotional reactions were mainly categorized as positive and negative feelings. Positive feelings were curiosity, interest, excitement, enjoyable and pleasure and also negative feelings were disgust, displeasure, sad, stress and fear. Also five physiological-motor reactions were found. These were queasiness, trembling hands, loss of appetite, dizziness and dry mouth.

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

Cited by 27 publications

References 43 publications

Invertebrate disgust reduction in and out of school and its effects on state intrinsic motivation

Invertebrate disgust reduction in and out of school and its effects on state intrinsic motivation

Factors Affecting Students’ Attitudes Toward Toads

The prospective science teachers’ perspectives of dissection experiments: Calf’s heart, fish and frog dissection

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