The relationship between disgust, state-anxiety and motivation during a dissection task

Emotions influence motivation, but emotions, such as disgust, have attracted less attention in learning research. We assessed the influence of disgust measured as trait and specific state component, state anxiety and self-efficacy on intrinsic motivation during the dissection of a fish using a pre-/post-design in science teacher students. Anxiety and disgust had a negative influence on motivation. Students with more experience in dissections reported lower pressure. Anxiety after the lesson was influenced by prior anxiety and by animal reminder disgust. Specific state disgust after the dissection was predicted by prior specific state disgust, core disgust and state anxiety. State anxiety and specific state disgust decreased during the dissection. The future commitment to use dissection at school was solely predicted by interest; competence and pressure failed the significance level marginally.

► Trait-disgust influences pre-service biology teachers' motivation
► The willingness to take action in the future depends mainly on interest
► State disgust and state anxiety decrease during dissection