Wirkt Ekel vor lebenden Tieren bei Schülerinnen und Schülern als Prädiktor für ihr Flow-Erleben?

Dissection in biology education compared to alternative methods in terms of their influence on students’ emotional experience

“…Since previous studies (see, e.g., Holstermann et al, 2009 ; Randler et al, 2013 ; Polte and Wilde, 2018 ; Kaiser et al, in press ) showed that motivational variables such as interest, flow, and self-efficacy are negatively related to disgust, we assumed that a method that clearly evokes disgust (see H1) affects the development of interest and other positive emotional qualities such as well-being and thus ultimately leads to lower emotional qualities than methods that evoke less disgust. While intercorrelations ( Table 3 ) also show a negative relationship between disgust and perceived interest and well-being as well as a positive relationship to boredom, the findings of our study contradict this assumption on a treatment level.…”

“…In addition, we controlled for students’ prior disgust regarding dissections at the different grade levels by using a one-factor ANOVA. Because prior studies showed negative relationships between disgust and other motivational and emotional variables such as interest ( Holstermann et al, 2012 ), motivation ( Randler et al, 2013 ), and flow-experience ( Polte and Wilde, 2018 ), as well as interdependencies between the respective emotions ( Diener and Iran-Nejad, 1986 ), we also evaluated intercorrelations (Pearson’s correlations) between all subscales.…”

“…"). The scale was based on a scale for animal disgust (see Wilde et al, 2018) and was adapted and complemented to dissections (see Kaiser et al, in press). The questionnaire included items on disgust perception in direct terms and on sensory perception towards dissection such as tactile, visual, and olfactory stimuli that can trigger disgust (Miller, 1997;Petrowski et al, 2010;Liuzza, 2021).…”