Students’ stress responses to classroom dissection and the mediating role of disgust

Abstract The dissection of animal organs is practiced in science classes to teach anatomical structures and scientific methods. Nevertheless, its appropriateness is debated, partly because dissection can cause notable disgust. In this study, we describe disgust as a response to the threatening nature of the dissection situation. Consistent with the transactional model of stress, this response may result in stress. In an experimental study with two groups (dissection vs. modeling), we explored the effects of dissection on the emotional and physiological stress of lower secondary school students ( N = 141). Even though we did not observe a meaningful effect of the treatment on physiological stress, we did find a significant effect on emotional stress. This finding could be associated with a mediating effect of disgust. A hierarchical cluster analysis based on primary appraisals of the dissection situation (disgust) and secondary appraisals of individual resources (perceived competence, social support) verified the vitality of primary appraisal for emotional stress. Moreover, we discuss limitations and implications for teaching practice. The observed association with disgust suggests that reducing disgust may be a promising approach to diminishing emotional stress during dissection in the classroom.