ArticleCBE life sciences education2022
Students' Emotions, Perceived Coping, and Outcomes in Response to Research-Based Challenges and Failures in Two Sequential CUREs.
Article in CBE life sciences education, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 11 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
11 citing papers in PubMed, 18 citations in OpenAlex.
- What Drives Change? Characterizing Scientific Self-Efficacy Development in Undergraduate Research Experiences.CBE life sciences education · 2026Article
- What Student Struggles do Instructors see? Teacher Knowledge of Students in Course-Based Undergraduate Research Experiences.CBE life sciences education · 2026Article
- Are they funny? Associations between instructors' humor and student emotions in undergraduate lab courses.Journal of microbiology & biology education · 2025Article
- The state of introductory biology following 16 years of pedagogical reform sinceJournal of microbiology & biology education · 2025Article
- Unveiling Undergraduate Research: Employing Ecological Momentary Assessment to Characterize and Compare Undergraduate Research Experiences.CBE life sciences education · 2025Article
- A bioinformatics-driven CURE extension increases student self-efficacy and interest in biomedical research.Journal of microbiology & biology education · 2025Article
- Crying in the algorithm: modeling academic stress via multilayer topic construction and ERA effect.Frontiers in psychology · 2025Article
- A Model for Emotional Intelligence in Biology Education Research.CBE life sciences education · 2024Article
- Student Perspectives of Success and Failure in Biology Lecture: Multifaceted Definitions and Misalignments.CBE life sciences education · 2024Article
- Not the same CURE: Student experiences in course-based undergraduate research experiences vary by graduate teaching assistant.PloS one · 2022Article
- Breaking Barriers in Large Classes: Using Cloud Computing and Computational Biology to Implement Research-Inspired Curricula in Biochemistry I.Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular BiologyArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
7 authors at 2 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The ability to navigate scientific obstacles is widely recognized as a hallmark of a scientific disposition and is one predictor of science, technology, engineering, and mathematics persistence for early-career scientists. However, the development of this competency in undergraduate research has been largely underexplored. This study addresses this gap by examining introductory students' emotional and behavioral responses to research-related challenges and failures that occur in two sequential research-based courses. We describe commonly reported emotions, coping responses, and perceived outcomes and examine relationships between these themes, student demographics, and course enrollment. Students commonly experience frustration, confusion, and disappointment when coping with challenges and failures. Yet the predominance of students report coping responses likely to be adaptive in academic contexts despite experiencing negative emotions. Being enrolled in the second course of a research-based course sequence was related to several shifts in response to challenges during data collection, including less reporting of confusion and fewer reports of learning to be cautious from students. Overall, students in both the first and second courses reported many positive outcomes indicating improvements in their ability to cope with challenge and failure. We assert that educators can improve research-based educational courses by scaffolding students' research trials, failures, and iterations to support students' perseverance.
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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.