Fear of Negative Evaluation and Student Anxiety in Community College Active-Learning Science Courses

Autor/inn/en	Downing, Virginia R.; Cooper, Katelyn M.; Cala, Jacqueline M.; Gin, Logan E.; Brownell, Sara E.
Titel	Fear of Negative Evaluation and Student Anxiety in Community College Active-Learning Science Courses
Quelle	In: CBE - Life Sciences Education, 19 (2020) 2, Artikel 20 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	10.1187/cbe.19-09-0186
Schlagwörter	Community Colleges; Two Year College Students; Anxiety; Lecture Method; Active Learning; Science Instruction; Correlation; Learning Activities; Teaching Methods; Student Attitudes; Student Characteristics; Research Universities; Comparative Analysis; Student Evaluation + Suchen Sie Ihr Suchwort? Community college; Community College; Angst; Aktives Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Korrelation; Lernaktivität; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Forschungseinrichtung; Schulnote; Studentische Bewertung
Abstract	Student anxiety is a growing concern for colleges and universities. As science classrooms transition from traditional lecture to active learning, researchers have sought to understand how active learning affects undergraduate anxiety. However, although community colleges educate nearly half of all undergraduates, no studies have explored the relationship between anxiety and active learning in the context of community college science courses. In this study, we interviewed 29 students enrolled across nine community colleges in the southwestern United States to probe factors that increase and decrease their anxiety in active-learning science courses. Using inductive coding, we identified a set of common factors that affect community college student anxiety in active learning. We found that community college student anxiety decreased when students perceived that active-learning activities enhanced their learning by providing them with multiple ways of learning or the opportunity to learn from others. We also identified fear of negative evaluation as the primary construct underlying student anxiety in active learning and described factors that mediated students' fear of negative evaluation in the community college science classroom. This work highlights how instructors can create more inclusive active-learning science classrooms by reducing student anxiety during active-learning instruction. (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01