"I Like and Prefer to Work Alone": Social Anxiety, Academic Self-Efficacy, and Students' Perceptions of Active Learning.
Journal
CBE life sciences education
ISSN: 1931-7913
Titre abrégé: CBE Life Sci Educ
Pays: United States
ID NLM: 101269039
Informations de publication
Date de publication:
03 2021
03 2021
Historique:
entrez:
18
2
2021
pubmed:
19
2
2021
medline:
27
4
2021
Statut:
ppublish
Résumé
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 (
Identifiants
pubmed: 33600218
doi: 10.1187/cbe.19-12-0271
pmc: PMC8108489
doi:
Types de publication
Journal Article
Research Support, Non-U.S. Gov't
Langues
eng
Sous-ensembles de citation
IM
Pagination
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