scholarly journals Fear of Negative Evaluation and Student Anxiety in Community College Active-Learning Science Courses

2020 ◽  
Vol 19 (2) ◽  
pp. ar20 ◽  
Author(s):  
Virginia R. Downing ◽  
Katelyn M. Cooper ◽  
Jacqueline M. Cala ◽  
Logan E. Gin ◽  
Sara E. Brownell
Keyword(s):  
Community College ◽  
Community Colleges ◽  
Active Learning ◽  
Negative Evaluation ◽  
Fear Of Negative Evaluation ◽  
Learning Science ◽  
Student Anxiety ◽  
Science Courses

Twenty-nine students enrolled in community colleges were interviewed to probe factors that affect their anxiety in active-learning science courses. Student anxiety decreased when students perceived that active learning enhanced their learning, and fear of negative evaluation was the primary construct underlying student anxiety in active learning.

scholarly journals Development of low-cost cardiac and skeletal muscle laboratory activities to teach physiology concepts and the scientific method

2020 ◽  
Vol 44 (2) ◽  
pp. 181-187
Author(s):  
Jennifer L. Judge ◽  
Victor A. Cazares ◽  
Zoe Thompson ◽  
Lynnda A. Skidmore
Keyword(s):  
College Students ◽  
Skeletal Muscle ◽  
Community College ◽  
Community Colleges ◽  
Active Learning ◽  
Community College Students ◽  
Scientific Method ◽  
Low Cost ◽  
Muscle Physiology ◽  
Anatomy And Physiology

Anatomy and Physiology courses taught at community colleges tend to focus laboratory hours primarily on anatomy as opposed to physiology. However, research demonstrates that, when instructors utilize active learning approaches (such as in laboratory settings) where students participate in their own learning, students have improved outcomes, such as higher test scores and better retention of material. To provide community college students with opportunities for active learning in physiology, we developed two laboratory exercises to engage students in cardiac and skeletal muscle physiology. We utilized low-cost SpikerBox devices to measure electrical activity during cardiac (electrocardiogram) and skeletal muscle (electromyogram) contraction. Laboratory activities were employed in Anatomy and Physiology courses at two community colleges in southeast Michigan. A 2-h laboratory period was structured with a 20-min slide presentation covering background material on the subject and experiments to examine the effects of environmental variables on nervous system control of cardiac and skeletal muscle contraction. Students were asked to provide hypotheses and proposed mechanisms, complete a results section, and provide conclusions for the experiments based on their results. Our laboratory exercises improved student learning in physiology and knowledge of the scientific method and were well-received by community college students enrolled in Anatomy and Physiology. Our results demonstrate that the use of a SpikerBox for cardiac and skeletal muscle physiology concepts is a low-cost and effective approach to integrate physiology activities into an Anatomy and Physiology course.

scholarly journals “I Like and Prefer to Work Alone”: Social Anxiety, Academic Self-Efficacy, and Students’ Perceptions of Active Learning

2021 ◽  
Vol 20 (1) ◽  
pp. ar12
Author(s):  
S. Hood ◽  
N. Barrickman ◽  
N. Djerdjian ◽  
M. Farr ◽  
S. Magner ◽  
...  
Keyword(s):  
Social Anxiety ◽  
Active Learning ◽  
Student Perceptions ◽  
Self Efficacy ◽  
Negative Evaluation ◽  
Fear Of Negative Evaluation ◽  
Psychological Variables ◽  
Academic Challenges ◽  
Learning Practices ◽  
Academic Self Efficacy

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) are linked with student perceptions of active-learning practices and final grades in a course.

scholarly journals Are you Watching Me? Interacting Effects of Fear of Negative Evaluation and Social Context on Cognitive Performance

2017 ◽  
Vol 8 (3) ◽  
pp. 303-319 ◽  
Author(s):  
Erin L. Maresh ◽  
Bethany A. Teachman ◽  
James A. Coan
Keyword(s):  
Social Context ◽  
Social Anxiety ◽  
Cognitive Performance ◽  
Task Difficulty ◽  
Memory Performance ◽  
Reaction Times ◽  
Negative Evaluation ◽  
Fear Of Negative Evaluation ◽  
Socially Anxious ◽  
Improved Accuracy

Socially anxious individuals exhibit cognitive performance impairments; it is unclear whether this is due to trait differences in abilities or effects of the experimental context. This study sought to determine how social context, individual differences in fear of negative evaluation (FNE), and task difficulty interact to influence working memory performance as indicated by effectiveness (accuracy) and efficiency (reaction times). Participants (N = 61) performed the n-back task at 2-back and 3-back difficulty levels under three conditions: alone (“Anonymous”), in presence of a non-evaluative experimenter (“Presence”), and under explicit performance evaluation by the experimenter (“Threat”). Overall, participants showed improved accuracy during Threat, but only on 2-back trials. FNE was positively associated with longer reaction times during Threat on 3-back trials. FNE did not relate to accuracy, suggesting that threat-related impairments tied to social anxiety may alter efficiency rather than effectiveness. Thus, social anxiety may elicit cognitive performance impairments even in minimally evaluative environments.

scholarly journals Assessing the Straightforwardly-Worded Brief Fear of Negative Evaluation Scale for Differential Item Functioning Across Gender and Ethnicity

2014 ◽  
Vol 37 (2) ◽  
pp. 306-317 ◽  
Author(s):  
Jared K. Harpole ◽  
Cheri A. Levinson ◽  
Carol M. Woods ◽  
Thomas L. Rodebaugh ◽  
Justin W. Weeks ◽  
...  
Keyword(s):  
Differential Item Functioning ◽  
Negative Evaluation ◽  
Fear Of Negative Evaluation ◽  
Item Functioning
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