ERIC Number: EJ1447994
Record Type: Journal
Publication Date: 2024-Dec
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0157-244X
EISSN: EISSN-1573-1898
Effects of (Short) Clues on Performance, Stress, and Self-Efficacy in the Accomplishment of Tasks with Complex Molecular Representations
Nina Minkley; Marco Lucas; Sascha Bernholt
Research in Science Education, v54 n6 p1117-1135 2024
The understanding of complex molecular representations is crucial for comprehending molecular scientific phenomena, but many students struggle with them. Therefore, we investigated the effectiveness of short written clues in dealing with molecular representations, specifically their impact on performance, self-efficacy, and stress reactions. A total of 136 secondary school students participated and engaged in tasks involving complex molecular representations in a prior knowledge test and a main test. Half of the students received clues, while the other half did not. The results showed that students who received clues performed significantly better on the test, highlighting their effectiveness for improving performance. However, the clues had no influence on self-efficacy, which remained moderate for both groups. Physiological stress responses (heart rate variability) indicated that students without clues experienced increased stress during the main test, whereas those with clues maintained lower stress levels like those in the prior knowledge test. Subjective stress levels decreased for both groups from the prior knowledge test to the main test, with students who received clues tending to report lower stress levels. In conclusion, short written clues were found to be effective in improving performance and reducing stress levels when dealing with complex molecular representations, although long-term interventions may be required to enhance self-efficacy.
Descriptors: Molecular Structure, Science Instruction, Stress Variables, Self Efficacy, Science Achievement, Secondary School Students, Cues, Program Effectiveness, Physiology, Prior Learning, Written Language
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A