An official website of the United States government
Identifying and understanding risk perceptions—“how bad are the harms” to humans or to what they value that people see as potentially or actually arising from entities or events—has been critical for risk analysis, both for its own sake, and for expected associations between risk perceptions and subsequent outcomes, such as risky or protective behavior, or support for hazard management policies. Cross-sectional surveys have been the dominant method for identifying and understanding risk perceptions, yielding valuable data. However, cross-sectional surveys are unable to probe the dynamics of risk perceptions over time, which is critical to do while living in a dynamically hazardous world and to build causal understandings. Building upon earlier longitudinal panel studies of Americans’ Ebola and Zika risk perceptions using multi-level modeling to assess temporal changes in these views and inter-individual factors affecting them, we examined patterns in Americans’ COVID-19 risk perceptions in six waves across 14 months. The findings suggest that, in general, risk perceptions increased from February 2020 to April 2021, but with varying trends across different risk perception measures (personal, collective, affective, affect, severity, and duration). Factors in baseline risk perceptions (Wave 1) and inter-individual differences across waves differed even more: baseline ratings were associated with how immediate the threat is (temporal distance) and how likely the threat would affect people like oneself (social distance), and following the United States news about the pandemic. Inter-individual trend differences were shaped most by temporal distance, whether local coronavirus infections were accelerating their upward trend, and subjective knowledge about viral transmission. Associations of subjective knowledge and risk trend with risk perceptions could change signs (e.g. from positive to negative) over time. These findings hold theoretical implications for risk perception dynamics and taxonomies, and research design implications for studying risk perception dynamics and their comparison across hazards.
more »
« less
Classroom transmission processes between teacher support, interest value and negative affect: An investigation guided by situated expectancy-value theory and control-value theory
Abstract Are motivated students less likely to express negative achievement emotions in math, and how do teachers impact such academic beliefs? Guided by the situated expectancy-value theory and the control-value theory, this study is interested in how teacher support influences students’ negative affect in math through students’ perception of teacher support and students’ interest value (teacher-to-student transmission between and within classes). Thus, associations were modeled at the individual and classroom levels to investigate cross-level interactions. Using data from 1,429 students in grades 7–12 (49% males, 67% Hispanic Americans, 15% Asian Americans, 18% other racial/ethnic groups), cross-level indirect effects suggested an association of teacher-reported support for collaboration and cognitive support with decreasing negative affect through students’ perception of teacher support and students’ interest value. These associations were supported within but not between classes.
more »
« less
- Award ID(s):
- 2054956
- PAR ID:
- 10426233
- Date Published:
- Journal Name:
- Motivation and Emotion
- ISSN:
- 0146-7239
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
More Like this
-
-
In the midst of an expanding knowledge-based economy, there remains a policy emphasis on increasing the number of professionals in science, technology, engineering, and mathematics (STEM) within the United States. In addition to a general interest in increasing STEM pathways for all students, there have been concentrated efforts to expand opportunities and STEM-related academic achievement for Black and Latinx students because of their underrepresentation in many of these fields. This critical quantitative study employs large-scale national data to examine an important outcome for Black and Latinx students’ STEM academic trajectories—their math achievement during high school. A strength-based role strain and adaptation approach is employed to investigate how students’ math challenges and math-related multilevel strengths (i.e., positive psychological attributes and social supports) combine to influence their math achievement. Furthermore, we examine how the relationship between students’ strengths and achievement may be moderated by their prior math challenges. The findings suggest that some aspects of Black and Latinx students’ strengths (e.g., math identity, math self-efficacy, and math-related social support) are positively related to their achievement; however, in some instances, the nature of these relationships may differ according to students’ prior math challenges. Based upon these findings, the authors advance a theory of strain-induced performance–perception misalignment that emphasizes how students’ prior math challenges may create a barrier to the potential benefits of positive math-related psychological orientations. Implications for the following are discussed: theory; educational practice regarding social supports and the need to change educators’ psychological dispositions; and opportunity gaps and STEM education policy.more » « less
-
This research focused on documenting student computer science (CS) interest, value, and self-efficacy across K-8 grade levels. It also examined differences between various student subgroups. The research questions were: Are there differences in K-8 students’ ratings of CS interest, task value, and self-efficacy? How does interest, task value, and self-efficacy change across grades K-8? Are there differential effects depending on student gender, ethnicity, and locale (rural/urban)? Results showed a continuing decline in the three student outcomes across grades, mirroring the larger body of STEM research. Students’ perception of the value of computer science was significantly higher than their interest, which in turn was higher than their self-efficacy. This result suggests that student recognize the importance of CS and find it fun, but not easy. Moderation results showed no gender differences at the elementary level, but significantly higher middle school results for males on CS interest and self-efficacy. Ethnicity findings tended to favor majority (white) students, with the exception that grade 6 – 8 minority students had significantly higher interest ratings. Urban students had significantly higher results for all three outcomes at grades K-3 and 6 -8. The research extends research documenting the decrease of adolescent student STEM interest by focusing specifically on computer science and including results at the elementary level.more » « less
-
As students pursue a bachelor's degree in physics, they may ponder over which area to specialize in, such as theory, computation, or experiment. Often students develop preferences and dislikes, but it's unclear when this preference solidifies during their undergraduate experiences. To get a better understanding, we interviewed eighteen physics majors who were at different stages of their degree regarding their interest in theory, computation, and experimental methods. Out of the eighteen students, we chose to analyze only nine students who rated computation and theory the lowest. Our analysis did not include interest in experiment because the ratings were less negative. We used Social Cognitive Career Theory (SCCT) and Lucidchart to analyze students' responses and create individual graphical representations of the influences for each student. Through this, we uncovered how various factors such as learning experiences, self-efficacy, and outcome expectations influenced their low interest in a particular method. We found that lack of knowledge and experience is often the main reason why self-efficacy was lower. Students' lack of interest is also influenced by negative outcome expectations (e.g, math-intensive and a bad work-life balance) more than other SCCT factors. Our findings could help physics departments and educators identify positive and negative factors that could lead to a more motivating and inclusive physics curriculum.more » « less
-
ABSTRACT Research Experiences for Teachers (RET) programs are a burgeoning approach to engage teachers in STEM (science, technology, engineering, mathematics) research that they can translate into their K‐12 classrooms. Despite an increase in studies of RETs, there is a need for comparison of RET and non‐RET teachers' student outcomes. This mixed methods, quasi‐experimental comparison study, using a revised third‐generation activity theory framework, investigates how an RET program for preservice and early career STEM teachers impacted participating teachers and their students up to 8 years after RET participation. Specifically, we conducted a matched comparison of student achievement data from students of nine RET teachers versus many non‐RET comparison teachers within the same districts (n = 830–1132 students). We also investigated student and teacher perceptions of classroom practices through surveys (n = 576 students) and interviews (15 teacher interviews). Omnibus tests revealed no statistically significant differences by treatment in math or science achievement. However, students of the RET teachers reported stronger perceptions of STEM career awareness, greater value for learning STEM subjects, and a greater propensity to persist in STEM course tasks (three of the five constructs measured). This was consistent with teacher interview responses in which RET teachers spoke about STEM career awareness in a broader context for understanding the value of STEM in society, and also discussed struggles in research and attempts to bring this mindset to their students, which may have resulted in greater student engagement in their courses. Implications for teacher education and for supporting science and engineering practices in STEM classrooms are discussed along with recommendations for further research on the impacts of RET programs guided by a revised third‐generation activity theory framework informed by this work.more » « less
- Free Publicly Accessible Full Text
-
Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1007/s11031-023-10013-6
