ArticleCBE life sciences education2023
Costs and Benefits of Undergraduates Revealing Depression to Online Science Instructors.
Article in CBE life sciences education, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 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
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.
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Who cites it
9 citing papers in PubMed, 12 citations in OpenAlex.
- Nine Undergraduate Biology Instructors Revealing their LGBTQ+ Identities in Class Resulted in Benefits for their LGBTQ+ Students and Students with Other Marginalized Identities.CBE life sciences education · 2025Article
- Article
- A Model for Emotional Intelligence in Biology Education Research.CBE life sciences education · 2024Article
- The upside to depression: undergraduates benefit from an instructor revealing depression in a large-enrollment physiology course.Advances in physiology education · 2024Article
- Pain-Insomnia-Depression Syndrome: Triangular Relationships, Pathobiological Correlations, Current Treatment Modalities, and Future Direction.Pain and therapy · 2024Review
- Why U.S. science and engineering undergraduates who struggle with mental health are left without role models.PLOS mental health · 2024Article
- The Aspects of Active-Learning Science Courses That Exacerbate and Alleviate Depression in Undergraduates.CBE life sciences education · 2023Article
- Face negotiation in graduate school: the decision to conceal or reveal depression among life sciences Ph.D. students in the United States.International journal of STEM education · 2023Article
- Women drive efforts to highlight concealable stigmatized identities in U.S. academic science and engineering.PloS one · 2023Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
9 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Depression is one of the leading mental health concerns among science undergraduates, and rates of student depression increased during the COVID-19 pandemic. Revealing one's depression in an academic science environment can be helpful, because it can result in increased support from others. However, depression is considered a concealable stigmatized identity, meaning that it can be kept hidden and may carry a stigma. A national pivot to online learning owing to COVID-19 not only increased the need to bolster student mental health, but also presented a novel learning environment. However, it is unclear to what extent students revealed their depression in science courses and why. We surveyed 1179 undergraduates with depression at a research-intensive institution about whether they had revealed their depression to an online college science instructor. Very few undergraduates (5.9%) had revealed their depression to online science instructors; students who identify as LGBTQ+, have lower grade point averages, or experience more severe depression were more likely to reveal their depression to an instructor. Undergraduates reported potential benefits from doing so, including building a connection with the instructor and receiving accommodations. This work provides insight into steps science instructors can take to foster inclusive course environments for students with depression.
Indexed as
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What OpenQuestion holds
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.