Abstract
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.
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Acknowledgements
Thanks to Jaclyn Ocumpaugh for all her support and help and to Samantha Tapia for helping as an additional coder. This research was funded by the National Science Foundation, #1324385, Cyberlearning DIP, Impact of Adaptive Interventions on Student Affect, Performance, and Learning; Burleson, Arroyo and Woolf (PIs). Any opinions, findings, conclusions or recommendations expressed in this paper are those of the authors and do not necessarily reflect the views of the funding agencies.
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Schultz, S.E. et al. (2016). Blinded by Science?: Exploring Affective Meaning in Students’ Own Words. In: Micarelli, A., Stamper, J., Panourgia, K. (eds) Intelligent Tutoring Systems. ITS 2016. Lecture Notes in Computer Science(), vol 9684. Springer, Cham. https://doi.org/10.1007/978-3-319-39583-8_35
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DOI: https://doi.org/10.1007/978-3-319-39583-8_35
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