"I Like and Prefer to Work Alone": Social Anxiety, Academic Self-Efficacy, and Students' Perceptions of Active Learning

Autor/inn/en	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.
Titel	"I Like and Prefer to Work Alone": Social Anxiety, Academic Self-Efficacy, and Students' Perceptions of Active Learning
Quelle	In: CBE - Life Sciences Education, 20 (2021) 1, Artikel 12 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	10.1187/cbe.19-12-0271
Schlagwörter	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 + Suchen Sie Ihr Suchwort? Angst; Schulleistung; Self-efficacy; Selbstwirksamkeit; Schülerkritik; Community college; Community College; STEM; Physiologie; Anatomie; Aktives Lernen; Korrelation; Individueller Unterschied
Abstract	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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01