ArticleCBE life sciences education2020
Fear of Negative Evaluation and Student Anxiety in Community College Active-Learning Science Courses.
Article in CBE life sciences education, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 57 papers, 2 of them syntheses that pooled it.
What it found
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Who cites it
57 citing papers in PubMed, 2 syntheses or guidelines pooled it, 160 citations in OpenAlex.
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- Meta-analysis of Gender Performance Gaps in Undergraduate Natural Science Courses.CBE life sciences education · 2021Pooled it
- Effects of a group-based compassion microintervention compared to cognitive reappraisal training on cardiovascular, self-reported, and behavioral stress reactivity among young adults: A cluster randomized controlled trial.Applied psychology. Health and well-being · 2025Trial
- Equitable Group Work in Undergraduate Biology Courses: Leveraging a Complex Instruction Framework to Identify Pedagogical Strategies.CBE life sciences education · 2026Article
- Identity Salience and Field-Course Engagement: From Deficits to Assets.Ecology and evolution · 2026Article
- "Am I Teaching into the Void?" Instructor Perceptions of Active Learning in Online Biology Courses.Integrative organismal biology (Oxford, England) · 2026Article
- AI feedback-seeking and learning engagement in art education: psychological antecedents and reflective mechanisms.Frontiers in psychology · 2026Article
- Toward a decent learning theory: a structural-psychological framework for understanding students' appraisals of learning.Frontiers in psychology · 2026Article
- Rethinking assessment for practice readiness: policy implications of the OSCE-practice mismatch in Malaysia.Journal of pharmaceutical policy and practice · 2026Article
- The Experiences of Students with Concealable Muslim Identities During Peer Interactions in Undergraduate Biology Courses.CBE life sciences education · 2025Article
- Changes in Anxiety Symptoms and Eating Patterns Among Emerging Adult Students in a Non-Traditional School Program During a Mathematics Examination.Healthcare (Basel, Switzerland) · 2025Article
- Community college biology students' understanding ofJournal of microbiology & biology education · 2025Article
- Factors impacting teaching and research anxieties in biology graduate teaching assistants: implications for professional development.Journal of microbiology & biology education · 2025Article
- Student identities predict classmate and instructor fear of negative evaluation among undergraduates in large-enrollment introductory biology courses.Journal of microbiology & biology education · 2025Article
- Comparison of Stress, Anxiety and Depression in Preclinical and Clinical Dental Students.Psychopharmacology bulletin · 2025Article
- Factors Influencing Student Motivations and Experiences in STEM Course Office Hours.CBE life sciences education · 2025Article
- Exploring pre-clinical medical students' perception of and participation in active learning: A mixed-methods transnational study.Medical education · 2025Article
- Crying in the algorithm: modeling academic stress via multilayer topic construction and ERA effect.Frontiers in psychology · 2025Article
- STEM, gender, and mental health: Understanding depression and anxiety in a national undergraduate sample.PLOS mental health · 2025Article
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Corrections and comments
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Authors and funding
5 authors at 3 institutions in 1 country.
Funding
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.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.