دورية أكاديمية
'I Like and Prefer to Work Alone': Social Anxiety, Academic Self-Efficacy, and Students' Perceptions of Active Learning
| العنوان: | 'I Like and Prefer to Work Alone': Social Anxiety, Academic Self-Efficacy, and Students' Perceptions of Active Learning |
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| اللغة: | English |
| المؤلفون: | Hood, S., Barrickman, N., Djerdjian, N., Farr, M., Magner, S., Roychowdhury, H., Gerrits, R., Lawford, H., Ott, B., Ross, K., Paige, O., Stowe, S., Jensen, M., Hull, K. |
| المصدر: | CBE - Life Sciences Education. Mar 2021 20(1). |
| الإتاحة: | 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 |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| تاريخ النشر: | 2021 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 1829157 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Two Year Colleges Higher Education Postsecondary Education |
| Descriptors: | Anxiety, Stress Variables, Academic Achievement, Self Efficacy, Student Reaction, Two Year College Students, Community Colleges, STEM Education, Physiology, Anatomy, Active Learning, Evidence Based Practice, Grade Point Average, Correlation, Psychological Characteristics, Individual Differences |
| DOI: | 10.1187/cbe.19-12-0271 |
| تدمد: | 1931-7913 |
| مستخلص: | Although active learning improves student outcomes in science, technology, engineering, and mathematics (STEM) programs, it may provoke anxiety in some students. We examined whether two psychological variables, social anxiety (psychological distress relating to the fear of negative evaluation by others) and academic self-efficacy (confidence in one's ability to overcome academic challenges), interact with student perceptions of evidence-based instructional practices (EBIPs) and associate with their final grades in a STEM-related course. Human anatomy and physiology students in community college courses rated various EBIPs for their perceived educational value and their capacity to elicit anxiety (N = 227). In general, practices causing students the most anxiety (e.g., cold calling) were reported by students as having the least educational value. When controlling for students' self-reported grade point averages, socially anxious students rated several EBIPs as more anxiety inducing, whereas high-efficacy students reported less anxiety surrounding other EBIPs. Furthermore, mediation analysis revealed that individual differences in academic self-efficacy at the beginning of the term explained some of the negative association between students' social anxiety levels and final grades in the course. Our results, obtained in a community college context, support a growing body of evidence that social anxiety and academic self-efficacy are linked with how students perceive and perform in an active-learning environment. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| رقم الأكسشن: | EJ1288086 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1931-7913 |
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| DOI: | 10.1187/cbe.19-12-0271 |