Ain’t that a shame: An exploration into “academic” shame and STEM learning
- Jeremiah Sullins, Behavioral Science, Harding University, Searcy, Arkansas, United States
- Collin Phillips, Harding University, Searcy, Arkansas, United States
- Lucy Grace Camp, Harding University, Searcy, Arkansas, United States
- Kailey Thornton, Harding University, Searcy, Arkansas, United States
- Ashlyn Wilson, Harding University, Searcy, Arkansas, United States
AbstractThe current study explored the impact that “academic” shame had on learning of the human circulatory system. Participants were randomly assigned to one of two conditions: a shame induction condition or a control condition (no shame induction). Results revealed that the shame induction manipulation was related to higher levels of state shame. Additionally, it was discovered that by and large “in the moment” shame and having a proneness to experiencing shame dampened down any subsequent learning. Implications to education and future research are discussed.