ArticleCBE life sciences education2021
Aspects of Large-Enrollment Online College Science Courses That Exacerbate and Alleviate Student Anxiety.
Article in CBE life sciences education, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 23 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
23 citing papers in PubMed.
- Investigating Undergraduate Student Perceptions of Classroom Inclusion-Emergence of the Student Perceptions of Instructor Practices-Inclusion/Exclusion (SPIP-I/E) Framework.CBE life sciences education · 2026Article
- Environmental load in biology classrooms: attention, technology, and cognitive access in science education.Journal of microbiology & biology education · 2026Article
- How Anxiety Shapes Students' Self-Rated Health at Elite Universities: A Longitudinal Study.Behavioral sciences (Basel, Switzerland) · 2026Article
- "We are way too stressed": Balancing Academic Priorities with Mental Health and Wellness Among Life Science Undergraduates.CBE life sciences education · 2025Article
- Exam reform: an opportunity for the redistribution of academic power.Journal of microbiology & biology education · 2024Article
- Addressing the need to facilitate undergraduate research experiences for community college transfer students in science.Journal of microbiology & biology education · 2024Article
- Is Support in the Anxiety of the Beholder? How Anxiety Interacts with Perceptions of Instructor Support in Introductory Biology Classes.CBE life sciences education · 2024Article
- Empowering Disabled Voices: A Practical Guide for Methodological Shifts in Biology Education Research.CBE life sciences education · 2024Article
- It Takes Two: Online and In-person Discussions Offer Complementary Learning Opportunities for Students.CBE life sciences education · 2024Article
- Beyond Gender and Race: The Representation of Concealable Identities Among College Science Instructors at Research Institutions.CBE life sciences education · 2024Article
- Why U.S. science and engineering undergraduates who struggle with mental health are left without role models.PLOS mental health · 2024Article
- Gendered Performance Gaps in an Upper-Division Biology Course: Academic, Demographic, Environmental, and Affective Factors.CBE life sciences education · 2023Article
- The Disproportionate Impact of Fear of Negative Evaluation on First-Generation College Students, LGBTQ+ Students, and Students with Disabilities in College Science Courses.CBE life sciences education · 2023Article
- Research Anxiety Predicts Undergraduates' Intentions to Pursue Scientific Research Careers.CBE life sciences education · 2023Article
- Costs and Benefits of Undergraduates Revealing Depression to Online Science Instructors.CBE life sciences education · 2023Article
- Women drive efforts to highlight concealable stigmatized identities in U.S. academic science and engineering.PloS one · 2023Article
- A comparative case study of the accommodation of students with disabilities in online and in-person degree programs.PloS one · 2023Article
- College Students' Degree of Support for Online Learning during the COVID-19 Pandemic and Associated Factors: A Cross-Sectional Study.International journal of environmental research and public health · 2022Article
- Success4life Youth Empowerment for Promoting Well-being and Boosting Mental Health: Protocol for an Experimental Study.JMIR research protocols · 2022Article
- Unveiling Concealable Stigmatized Identities in Class: The Impact of an Instructor Revealing Her LGBTQ+ Identity to Students in a Large-Enrollment Biology Course.CBE life sciences education · 2022Article
Corrections and comments
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Authors and funding
16 authors.
Funding
Abstract
Anxiety is the top mental health concern for undergraduates. While researchers have identified ways that in-person science courses can affect anxiety, little is known about how online science courses affect anxiety. In this study, 2111 undergraduates at a large research-intensive institution completed survey questions about their anxiety in large-enrollment online science courses. Specifically, we assessed students' anxiety in the context of online science courses and asked what aspects of online science courses increase and decrease their anxiety. Students also identified what instructors can do to lessen anxiety in online classrooms. We used open coding and logistic regression to analyze student responses. More than 50% of students reported at least moderate anxiety in the context of online college science courses. Students commonly reported that the potential for personal technology issues (69.8%) and proctored exams (68.0%) increased their anxiety, while being able to access content at a later time (79.0%) and attending class from where they want (74.2%) decreased their anxiety. The most common ways that students suggested that instructors could decrease student anxiety is to increase test-taking flexibility (25.0%) and be understanding (23.1%). This study provides insight into how instructors can create more inclusive online learning environments for students with anxiety.
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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.