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Students were assessed on three resilience capabilities and asked to write a commentary on how they responded to the lesson.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>Factor analysis revealed that resilience in STEM learning could be positioned within the ecological systems model, with students\u2019 resilience being comprised of three capabilities; the ability to quickly and easily recover (Recovery), remain focussed on goals (Ecological), and naturally adjust (Adaptive capacity). Using a linguistic analysis programme, we identified the prevalence of words within the student commentaries which related to seven psychological processes. Greater ability to recover was negatively related to negative emotional processes. To increase the specificity of this relationship, we identified high and low resilient students and compared their commentaries. Low resilient students used significantly more anger words. Qualitative analysis revealed interpersonal sources of anger (anger at teacher due to lack of support) and intrapersonal sources of anger (including rumination, expression and control, and seeking distraction).<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions<\/jats:title>\n                    <jats:p>Anger is a key process that distinguishes students who struggle to recover from a difficult STEM lesson. An ecological systems model may prove useful for understanding STEM resilience and developing intervention pathways. Implications for teacher education include the importance of students\u2019 perceptions of teacher support.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/bjep.12496","type":"journal-article","created":{"date-parts":[[2022,3,19]],"date-time":"2022-03-19T05:34:47Z","timestamp":1647668087000},"page":"1215-1238","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":19,"title":["Resilience, science, technology, engineering, and mathematics (STEM), and anger: A linguistic inquiry into the psychological processes associated with resilience in secondary school STEM learning"],"prefix":"10.1111","volume":"92","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-9847-8269","authenticated-orcid":false,"given":"Sophie S.","family":"Hall","sequence":"first","affiliation":[{"name":"College of Life Sciences University of Leicester  UK"},{"name":"University of Nottingham  UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Ross Morrison","family":"McGill","sequence":"additional","affiliation":[{"name":"Faculty of Education University of Cambridge  UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Steven","family":"Puttick","sequence":"additional","affiliation":[{"name":"Department of Education University of Oxford  UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"John","family":"Maltby","sequence":"additional","affiliation":[{"name":"College of Life Sciences University of Leicester  UK"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2022,3,19]]},"reference":[{"key":"e_1_2_10_2_1","volume-title":"Publication manual of the American Psychological Association","author":"APA","year":"2010"},{"key":"e_1_2_10_3_1","doi-asserted-by":"publisher","DOI":"10.1002\/tea.21227"},{"key":"e_1_2_10_4_1","doi-asserted-by":"publisher","DOI":"10.1037\/0022\u20103514.77.4.815"},{"key":"e_1_2_10_5_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.learninstruc.2005.07.008"},{"key":"e_1_2_10_6_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.paid.2006.09.018"},{"key":"e_1_2_10_7_1","doi-asserted-by":"publisher","DOI":"10.1097\/00005053\u2010198906000\u201000001"},{"key":"e_1_2_10_8_1","volume-title":"Prisoners of hate: The cognitive basis of anger, hostility and violence","author":"Beck A. 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