Browse > Article
http://dx.doi.org/10.14697/jkase.2021.41.4.283

A Phenomenological Study on the Science Anxiety Experience of Science-Gifted Middle School Students  

Kang, Jihoon (Dalsan Elementary School)
Publication Information
Journal of The Korean Association For Science Education / v.41, no.4, 2021 , pp. 283-295 More about this Journal
Abstract
This study attempts to explore the nature of science anxiety experienced by science-gifted middle school students based on Giorgi's phenomenological research method. Among the first-year middle school students selected by the University-affiliated Science Education Institute for the Gifted, six science-gifted students with high levels of science trait anxiety and science state anxiety experience were selected. Two interviews related to experience of science anxiety were conducted with participants. As a result of the analysis, science anxiety experienced by science-gifted students was caused by setting the ideal self-concept, lack of confidence, past experiences, difficulty in contents, and something valuable. Students complained of physical·physiological, cognitive, emotional·psychological discomfort when they felt science anxiety, and recognized it as an opportunity for growth. In addition, science-gifted students were shown to cope with various ways such as confronting uneasy situations directly or refining their minds to overcome various uncomfortable symptoms that arise when science anxiety is triggered. Some students thought that no special efforts were required to lower their level of anxiety because anxiety was relieved over time. The students had both negative and positive meanings for science anxiety. The results of this study will help teachers in-depth understanding of middle school science-gifted students who experience science anxiety and provide a theoretical basis for what kind of educational environment should be created and educational programs should be provided in relation to science anxiety.
Keywords
science anxiety; science-gifted student; phenomenological study;
Citations & Related Records
Times Cited By KSCI : 2  (Citation Analysis)
연도 인용수 순위
1 Kang, J., Yoo, P., & Kim, J. (2020). The Development of Instruments for the Measuring Science State Curiosity and Anxiety in Science Learning. Journal of the Korean Association for Science Education, 40(5), 485-502.   DOI
2 DeGood, D. E., & Tait, R. C. (1987). The cognitive-somatic anxiety questionnaire: Psychometric and validity data. Journal of Psychopathology and Behavioral Assessment, 9(1), 75-87.   DOI
3 Dukes, S. (1984). Phenomenological methodology in the human science. Journal of Religion and Health, 23, 197-203.   DOI
4 Eren, F., Omerelli Cete, A., Avcil, S., & Baykara, B. (2018). Emotional and Behavioral Characteristics of Gifted Children and Their Families. Noro Psikiyatri Arsivi, 55(2), 105-112.
5 Silverman, L. K. (1993). Counseling families. In L. K. Silverman (Ed.), Counseling the gifted and talented (pp. 151-178). Denver: Love.
6 Granot, E., Brashear, T. G., & Cesar Motta, P. (2012). A structural guide to in-depth interviewing in business and industrial marketing research. Journal of Business & Industrial Marketing, 27(7), 547-553.   DOI
7 Everson, H. T., Smodlaka, I., & Tobias, S. (1994). Exploring the relationship of test anxiety and metacognition on reading test performance: A cognitive analysis. Anxiety, Stress & Coping: An International Journal, 7(1), 85-96.   DOI
8 Flick, U. (2009). 질적연구방법(An Introduction to Qualitative Research). 임은미 역. 파주: 한울아카데미(원전은 2001에 출판).
9 Giorgi, A. (2009). A descriptive phenomenological method in psychology: A modified Husserlian approach. Pittsburgh, PA: Duquesne university press.
10 Hamilton, M. (1959). The assessment of anxiety states by rating. British Journal of Medical Psychology, 32(1), 50-55.   DOI
11 Hembree, R. (1988). Correlates, causes, effects, and treatment of test anxiety. Review of Educational Research, 58(1), 47-77.   DOI
12 Horwitz, A. V. (2013). Anxiety: A Short History. Baltimore: Johns Hopkins University Press.
13 Kang, H., Cho, K., Kim, J., Lee, K., Lee, J., Kang, G., & Chong, D. (2007). The Temperament and Test-Anxiety of Science Gifted and General Students. The Journal of the Korean Earth Science Society, 28(3), 289-297.   DOI
14 Kang, J. (2021). Characteristics and Learning Effects of Elementary School Students' State Curiosity and State Anxiety in Science Learning. Ph. D. thesis, Pusan National University.
15 Seligman Walkman, M. E. P., Walker, E. F., & Rossenhan, D. L. (2001). Abnormal Psychology (4th ed.). N. Y. :W. W. Norton & company, Inc.
16 Sahin, M., Caliskan, S., & Dilek, U. (2015). Development and Validation of the Physics Anxiety Rating Scale. International Journal of Environmental & Science Education, 10(2), 183-200.
17 Schuman, D. (1982). Policy Analysis, Education, and Everyday Life. Lexington, MA: Heath.
18 Seidman, I. (1998). Interviewing as Qualitative Research. New York: Teachers College Press.
19 Seong, H. K., & Han, K. S. (2011). Analysis of Conceptual Diagram Regarding the Counseling Needs of Gifted Students. Korean Journal of Youth Studies, 18(9), 309-336.
20 Shin, K. R., Cho, M. O., & Yang, J. H. (2004). Qualitative Research Methodology. Seoul: Ewha Womans University.
21 Kim, B. H., Kim, K. J., Park, I. S., Lee. K. J., Kim, J. K., Hong, J. J., Lee, M. W., Kim, Y. H., Yoo, I. Y., & Lee, H. Y. (1999). A Comparison of Phenomenological Research Methodology -Focused on Giorgi, Colaizzi, Van Kaam Methods-. Journal of Korean Academy of Nursing, 29(6), 1208-1220.   DOI
22 Jeong, J., & Kim, Y. (2011). An Analysis of Elementary School Students' Science Anxiety according to Teaching Styles for Science Class. Journal of Korean Elementary Science Education, 30(1), 1-9.   DOI
23 KAYA, E., & YILDIRIM, A. (2014). Science Anxiety among Failing Students. Elementary Education Online, 13(2), 518-525.
24 Khoury, T. J., & Appel, M. A. (1977). Gifted children: current trends and issues. Journal of Clinical Child Psychology, 6, 49-55.   DOI
25 Kim, E. J., & Yang, Y. S. (2011). A comparative study on Test Anxiety, Academic Stress and Academic Efficacy between Gifted Children and Ordinary Children. The Journal of the Korean Society for the Gifted and Talented, 10(1), 123-142.
26 Roome, J. R., & Romney, D. M. (1985). Reducing anxiety in gifted children by inducing relaxation. Roeper Review, 7(3), 177-179.   DOI
27 Finlay, L. (2006). 'Rigour', 'ethical integrity' or 'artistry'? Reflexively reviewing criteria for evaluating qualitative research. British Journal of Occupational Therapy, 69(7), 319-326.   DOI
28 Giorgi, A. (1985). Phenomenology and Psychological Research. Pittsburgh, PA: Duquesne university press.
29 Guba, E. G. (1981). Criteria for assessing the trustworthiness of naturalistic inquiries. Educational Communication and Technology, 29(2), 75-91.   DOI
30 Shin, N. M., & Park, J. H. (2009). A phenomenological study of public speech anxiety experienced by undergraduate students. The Korean Journal of Educational Psychology, 23(4), 715-734.
31 Shin, J. (2011). A Phenomenological Study on Experiences of Attribution in Underachiever. Master's thesis, Kyungpook National University.
32 Song, E. (2002). Social-Emotional Characteristics and Stress Coping of Gifted Children. The Journal of International Association for the Gifted and Talented, 1(2), 69-95.
33 Spielberger, C. D. (1972a). Anxiety: Current trends in theory and research. New York: Academic Press.
34 Spielberger, C. D. (1972b). Experimental approaches to test anxiety: Attention and the uses of information. In C. D. Spielberger (Ed.), Anxiety; Current trends in theory and research, (Vol, 2), N. Y: Academic press.
35 Strauss, C. C., & Last, C. G. (1993). Social and simple phobias in children. Journal of Anxiety Disorders, 7(2), 141-152.   DOI
36 Pekrun, R., Elliot, A. J., & Maier, M. A. (2009). Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance. Journal of Educational Psychology, 101(1), 115-135.   DOI
37 Terman, L. M., & Oden, M. H. (1947). The gifted child grows up: twenty-five years' follow-up of a superior group. Stanford Univ. Press.
38 Moustakas, C. (1994). Phenomenological Research Methods. Thousand Oaks, CA: Sage.
39 Anderson, L. W., & Bourke, S. F. (2000). Assessing affective characteristics in the schools. Mahwah, NJ: Lawrence Erlbaum.
40 Alvaro, R. A. (1978). The effectiveness of a science therapy program upon science anxious undergraduates. Doctorial dissertation, Loyola University Chicago.
41 Baillie, L. (2015). Promoting and evaluating scientific rigour in qualitative research. Nursing Standard, 29(46), 36-42.   DOI
42 Ballinger, C. (2006). Demonstrating rigour and quality? In Finlay, L., Ballinger, C. (Eds.), Qualitative Research for Allied Health Professionals: Challenging Choices. Chichester: John Wiley.
43 Borkovec, T. D. (1976). Physiological and cognitive processes in the regulation of anxiety. In G. E. Schwartz & D. Shapiro (Eds.), Consciousness and self-regulation: Advances in research (Vol. 1). New York: Plenum.
44 Choi, I. J., & Kim, H. I. (2012). Study on mental health improvement policy for children and adolescents: Statistics(research report 12-R15-1). Seoul: National Youth Policy Institute.
45 Colaizzi, P. F. (1978). Psychological Research as the Phenomenologist Views It. in R. Valle and M. King (eds.), Existential Phenomenological Alternatives for Psychology(pp.48-71). New York: Oxford University Press.
46 Cornell, D. G. (1983). Gifted children: the impact of positive labelling on the family system. American Journal of Orthopsychiatry, 53, 322-335.   DOI
47 Cross, T. L. (1997). Psychological and social aspects of educating gifted students. Peabody journal of education, 72, 3&4, 180-200.   DOI
48 Hewitt, P. L., & Flett, G. L. (1991). Perfectionism in the self and social contexts: conceptualization, assessment, and association with psychopathology. Journal of Personality and Social Psychology, 60, 456-470.   DOI
49 Kim, H. S., & Kim, H. N. (2014). Teacher Communication Behavior Awareness of Teachers and Students and Relationship with Science Anxiety. Journal of the Elementary Education Society, 19, 1-26.
50 Kim, J. (2002). Main factors formming science anxiety and differences in the science anxiety based on gender, academic level, school year, and the college department. Master's thesis, Ewha Womans University.
51 Jones, M. V., Meijen, C., McCarthy, P. J., & Sheffield, D. (2009). A theory of challenge and threat states in athletes. International Review of Sport and Exercise Psychology 2(2), 161-180.   DOI
52 Kim, B. (1993). The Relationship between Students' Science Anxiety and Achievement. Journal of the Korean Association for Science Education, 13(3), 341-358.
53 Kim, H. K. (2006). The Study on Science Anxiety of the First Grade Students in Information Industrial High School. Master's thesis, Korea National University of Education.
54 Kim, S. J., & Lee, Y. S. (2015). The Relationship between Covert Narcissism and Social Anxiety in College Students: The mediating effects of Evaluative Concerns Perfectionism and Fear of Negative Evaluation and Internalized Shame. Korea Journal of Counseling, 16(1), 199-216.   DOI
55 Kim, Y. C. (2013). Qualitative Research II Methods. Paju: Academy Press.
56 Kim, Y., Seo, Y., Lim, S., Lee, H., & Yoon, H. (2014). Secondary School Students' Science Anxiety in Relation to Their Science Teachers' Teaching Styles in Korea. Journal of the Korean Association for Science Education, 34(4), 367-373.   DOI
57 Mallow, J. V., & Greenburg, S. L. (1982). Science anxiety: Causes and remedies. Journal of College Science Teaching, 11(6), 356-358.
58 Pekrun, R. (2006). The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice. Educational Psychology Review, 18(4), 315-341.   DOI
59 Liebert, R. M., & Morris, L. W. (1967). Cognitive and emotional components of test and emotional components of test anxiety: A distinction and some initial data. Psychological Reports, 20(3), 975-978.   DOI
60 Mallow, J. V. (1978). A science anxiety program. American Journal of Physics, 46(8), 862.   DOI
61 Meyrick, J. (2006). What is good qualitative research? A first step towards a comprehensive approach to judging rigour/quality. Journal of Health Psychology, 11(5), 799-808.   DOI
62 Mor S., Day, H. I., Flett, G. L., & Hewitt, P. L. (1995). Perfectionism, control, and components of performance anxiety in professional artists. Cognitive Therapy and Research, 19(2), 207-225.   DOI
63 Park, C., & Heo, Y. (2020). Exploring the Gifted Students' Emotional Behavior Problems and the Possibility of Pet-mediated Therapies. The Journal of the Korean Society for the Gifted and Talented, 19(2), 23-38.   DOI
64 Raffety, B. D., Smith, R. E. & Ptacek, J. T. (1997). Facilitating and debilitating trait anxiety, situational anxiety, and coping with an anticipated stressor: A process analysis. Journal of Personality and Social Psychology, 72(4), 892-906.   DOI
65 Ree, M. J., French, D., MacLeod, C., & Locke, V. (2008). Distinguishing Cognitive and Somatic Dimensions of State and Trait Anxiety: Development and Validation of the State-Trait Inventory for Cognitive and Somatic Anxiety (STICSA). Behavioural and Cognitive Psychotherapy, 36(3), 313-332.   DOI
66 Lee, J., & Kim, B. (1999). The Effects of the Psychological Learning Environment by Science Teachers on Students' Science Achievement. Journal of the Korean Association for Science Education, 19(2), 315-328.
67 Knepper, W., Obrzut, J. E., & Copeland, E. P. (1983). Emotional and social problem solving thinking in gifted and average elementary school children. Journal of Genetic Psychology, 142, 25-30.   DOI
68 Lane, A. M., Sewell, D. F., Terry, P. C., Bartram, D., & Nesti, M. S. (1999). Confirmatory factor analysis of the Competitive State Anxiety Inventory-2. Journal of Sports Sciences, 17(6), 505-512.   DOI
69 Lee, J. C. (1992). Development of the science anxiety measurement scale and analysis of the tendency about the secondary school students' science anxiety. Ph. D. thesis, Korea National University of Education.
70 Lee, J. W., & Oh, I. S. (2016). Phenomenological Study on a School Counselor's Professional Development Experience. Korean Journal of Counseling, 17(4), 351-372.   DOI
71 Lee, M. R. (1993). A Study on Attitude Related to the Science and Science Anxiety of Elementary Students. Master's thesis, Korea National University of Education.
72 Lee, N. I. (2005). Phenomenology and Qualitative Research Method. Phenomenology and Contemporary Philosoph, 24, 91-121.
73 Seidman, I. (2009). Interviewing as qualitative research. (박혜준, 이승연 공역). Seoul: hakjisa. (원서출판 2006)
74 Reynolds, C. R., & Richmond, B. O. (1978). What I think and Feel: A Revised Measure of Children's Manifest Anxiety. Journal of Abnormal Psychology, 6(2), 271-280.
75 Freeman, J. (1985). Emotional aspects of giftedness. In J. Freeman (Ed.). The psychology of gifted children (247-264). John Wiley & Sons.
76 Tesch, R. (1990). Qualitative research: Analysis types and software tools. Bristol, PA: Falmer Press.
77 Kim. S. (2010). The Effect of Volunteer Work at the Place of Ecology Experience on the Environmental Sensitivity & State-Trait Anxiety of the Gifted Students. Journal of the Environmental Sciences, 19(5), 655-663.   DOI
78 Lee, K. B. (2002). A Study on the analysis of science-anxiety of high school students. Master's thesis, Korea National University of Education.
79 Mallow, J. V. (1986). Science anxiety: Fear of science and how to overcome it. Clearwater, FL: H&H Publication.
80 Polkinghorne, D. E. (1989). Phenomenological research methods. In R. S. Valle & S. Halling (Eds.), Existential-phenomenological perspectives in psychology: Exploring the breadth of human experience (pp.41-60). New York: Plenum Press.
81 Webb, J. T., Amend, E. R., Webb, N. E., Goerss, J., Beljan, P., & Olenchak, F. R. (2005). Misdiagnosis and dual diagnosis of gifted children and adult: ADHD, bipolar, OCD, Asperger's, depression and other disorders. Scottsdale, AZ: Great Potential Press.
82 Czerniak, C., & Chiarelott, L. (1984). Science Anxiety: An Investigation of Science Achievement, Sex and Grade Level Factors. (ERIC Document Reproduction Service No. ED243672).
83 Deacy, A. D., Gayes, L. A., De Lurgio, S., & Wallace, D. P. (2016). Adaptation of the State-Trait Inventory for Cognitive and Somatic Anxiety for Use in Children: A Preliminary Analysis. Journal or Pediatric Psychology, 41(9), 1033-1043.   DOI
84 Benner, P. (1984). From Novice to Expert: Excellence and Power in Clinical Nursing Practice. Menlo Park: Addison-Wesley.
85 Clark, B. (2008). Growing Up Gifted: Developing the Potential of Children at Home and at School, 7th Edition. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.
86 Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing Among Five Approaches, 3rd Edition. Thousand Oaks, CA: Sage Publications, Inc.
87 Endler, N. S., Edwards, J. M., Vitelli, R., & Parker, J. D. A. (1989). Assessment of state and trait anxiety: Endler multidimensional anxiety scales. Anxiety Research, 2(1), 1-14.   DOI
88 Na, J. (2017). A review on verification strategies for qualitative research : Focusing on member check, peer debrief, and audit trail. Educational Research, 70, 233-254.   DOI
89 Pekrun, R., Goetz, T., & Perry, R. P. (2005). Achievement Emotions Questionnaire (AEQ). User's manual. Munich, Germany: Department of Psychology, University of Munich.
90 Patton, M. Q. (1989). Qualitative Evaluation Methods, 10th ed. Beverly Hills, CA: Sage.
91 Tracy, S. J. (2010). Qualitative Quality: Eight "Big-Tent" Criteria for Excellent Qualitative Research. Qualitative Inquiry, 16(10), 837-842.   DOI
92 Tryon, G. S. (1980). The measurement and treatment of test anxiety. Review of Educational Research, 50(2), 343-372.   DOI
93 Udo, M. K., Ramsey, G. P., & Mallow, J. V. (2004). Science anxiety and gender in student taking general education science course. Journal of Science Education and Technology, 13(4), 435-446.   DOI
94 van Kaam, A. (1966). Existential Foundations of Psychology. Pittsburgh: Duquesne University Press.
95 van Manen, M. (1990). Researching Lived Experiences. Human Science for An Action Sensitive Pedagogy. London: The Althouse Press.
96 Webb, J. T. (1993). Nurturing social-emotional development of gifted children. In K. A. Hellen, F. J. Monks., & A. H. Passow (Eds.), International handbook of research and development of giftedness and talent (pp.525-538). New York: Pergamon Press.
97 Lee, S. D., Lee, J. K., & Park, C. S. (2019). Introduction to Gifted Education (3rd ed.), Seoul: hakjisa.
98 Lim, K. H. & Lim, Y. (2007). Educational Psychology, Seoul: hakjisa.
99 Mallow, J. V. (1981). Science Anxiety: Fear of Science and How to Overcome It. New York: Van Nostrand Reinhold.
100 Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage.
101 Maxwell, J. A. (1996). Qualitative research design: An interactive approach. Thousand Oaks, CA: Sage.
102 Merriam, S. B. (1998). Qualitative research and case study applications in education, San Francisco: Jossey-Bass.
103 Moeller, J., Salmela-Aro, K., Lavonen, J., & Schneider, B. (2014). Does anxiety in science classrooms impair math and science motivation? - Gender differences beyond the mean level. International Journal of Gender, Science and Technology, 7(2), 229-254.
104 Moon, J., & Kim, S. H. (2010). A Comparison of Study Habits and Test Anxiety Between Gifted and Non-gifted in Middle-School Children: Mathematically and Scientifically Gifted at Cyber Education Center and Non-gifted As Subjects. Journal of Gifted/Talented Education, 20(3), 831-846.
105 Morris, T. L., & Masia, C. L. (1998). Psychometric evaluation of the Social Phobia and Anxiety Inventory for Children: Concurrent validity and normative data. Journal of Clinical Child Psychology, 27(4), 452-458.   DOI
106 Morse, J., Barret, M., Mayan, M., Olson, K., & Spires, J. (2002). Verification strategies for establishing reliability and validity in qualitative research. International Journal of Qualitative Methods, 1(2), 1-14.   DOI
107 Nam, J., & Han, J. (2017). A Study of Psychological Phenomena for University Music Major Students Who Experience Music Performance Anxiety. Korean Journal of Counseling, 18(1), 149-168.
108 Whitmore, J. R. (1980). Giftedness, conflict and underachievement. Boston: Allan & Bacon.
109 Westerback, M. E. (1990). Science knowledge and the reduction of anxiety about teaching earth science in exemplary teachers as measured by the science teaching state-trait anxiety inventory. School Science and Mathematics, 90(5), 361-374.   DOI
110 Westerback, M. E., Gonzalez, C., & Primavera, L. H. (1985). Comparison of preservice elementary teachers anxiety about teaching students to identify minerals and rocks and students in geology courses anxiety about identification of minerals and rocks. Journal of Research in Science Teaching, 22(1), 63-79.   DOI
111 Whittemore, R., Chase, S. K., & Mandle, C. L. (2001). Validity in Qualitative Research. Qualitative Health Research, 11(4), 522-537.   DOI
112 Wren, D. G., & Benson, J. (2004). Measuring test anxiety in children: scale development and internal construct validation. Anxiety, Stress, and Coping, 17(3), 227-240.   DOI
113 Wynstra, S. & Cummings, C. (1993). High school science anxiety. Science Teacher, 60(7), 18-21.
114 Yang, T., Park, S., Park, I., & Han, K. (2005). Relationships and Changes of Science Related Attitudes and Science Anxiety Through Specialized Gifted Education Programs in Science. Journal of the Korean Association for Science Education, 25(2), 284-296.
115 Yoon, Y. H. (1996). The emotional characteristics of gifted children: Suggestions for guidance of the gifted children's mental health. Journal of Gifted/Talented Education, 6(1), 53-71.
116 Yoon, Y. H. (2000). The psychological characteristics of gifted children and counseling for emotional development. The Korean Journal of Psychology: General, 19(1), 79-101.
117 Zeidner, M. (1998). Test anxiety: The state of the art. New York: Plenum.