Blinded by science?: Exploring affective meaning in students’ own words
This work addresses students’ open responses on causal attributions of their self-reported affective states. We use qualitative thematic data analysis techniques to develop a coding scheme by identifying common themes in students’ self-reported attributions. We then applied this scheme to a larger set of student reports. Analysis shows that students’ reasons for reporting a certain affect do not always align with researchers’ expectations. In particular, we discovered that a sizable group of students externalize their affect, attributing perceived difficulty of the problem and their own negativity as lying outside of themselves.
Schultz, S.E. (Sarah E.), Wixon, N. (Naomi), Allessio, D. (Danielle), Muldner, K, Burleson, W. (Winslow), Woolf, B. (Beverly), & Arroyo, I. (Ivon). (2016). Blinded by science?: Exploring affective meaning in students’ own words. doi:10.1007/978-3-319-39583-8_35