Resumen de Analysis of the emotions of secondary school students in stem areas
María Guadalupe Martínez Borreguero, Milagros Mateos Núñez, Francisco Luis Naranjo Correa
Emotions have a major influence on motivation, commitment and interest in STEM areas (Science, Technology, Engineering and Mathematics). Numerous studies have shown that age is a determining factor in the attitude of students towards scientific-technological subjects, and it is the stage of secondary education where a large decrease in positive attitudes towards these areas occurs. Some of the factors that positively influence the students' attitude towards STEM areas are the relationship between science and everyday life and the perception that STEM areas are a useful tool for the current scientific-technological society. In this line, the general objective of the research has been to analyze the opinions of secondary students (13-16 years) towards the different school subjects and to diagnose the emotions expressed by the students towards STEM areas. The design of the research has been exploratory, non-experimental and quantitative. The sample consisted of 584 secondary students from various high schools. As a measuring instrument, a questionnaire was designed based on previous research, to analyze the emotional and attitudinal dimension of the students towards the STEM areas in the educational framework. The results obtained in the different emotional variables were analysed in terms of gender, academic year, subject and type of activities. The analysis of the obtained data reveals a statistically significant decrease (Sig. < 0.05) of positive emotions and a statistically significant increase (Sig. < 0.05) of negative emotions when transitioning from Primary to Secondary Education. With respect to the typology of activities, it is observed that positive emotions decrease significantly in more traditional theoretical activities as opposed to experimental STEM activities. Likewise, negative emotions increase when the task is more formal although this increase is not significant. It is concluded that negative emotions arise, to a large extent, when STEM learning environments are too passive for students, which requires teachers to combine expository sessions with didactic strategies that enhance students' skills in these areas. Therefore, the implementation of STEM educational workshops can be very helpful in improving STEM attitudes and vocations in the future.
