The Disproportionate Impact of Fear of Negative Evaluation on First-Generation College Students, LGBTQ+ Students, and Students with Disabilities in College Science Courses.

IF 4.6 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Cbe-Life Sciences Education Pub Date : 2023-09-01 DOI:10.1187/cbe.22-10-0195
Carly A Busch, Nicholas J Wiesenthal, Tasneem F Mohammed, Shauna Anderson, Margaret Barstow, Cydney Custalow, Jas Gajewski, Kristin Garcia, Cynthia K Gilabert, Joseph Hughes, Aliyah Jenkins, Miajah Johnson, Cait Kasper, Israel Perez, Brieana Robnett, Kaytlin Tillett, Lauren Tsefrekas, Emma C Goodwin, Katelyn M Cooper
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引用次数: 1

Abstract

Fear of negative evaluation (FNE), defined as a sense of dread associated with being negatively judged in a social situation, has been identified as the primary factor underlying undergraduate anxiety in active-learning science courses. However, no quantitative studies have examined the extent to which science undergraduates experience FNE and how they are impacted by FNE in college science courses. To address this gap, we surveyed 566 undergraduates from one university in the U.S. Southwest who were enrolled in life sciences courses where they had opportunities to speak in front of the whole class. Participants were asked a suite of questions regarding their experiences with FNE in large-enrollment college science courses. We found that first-generation college students, LGBTQ+ students, and students with disabilities reported disproportionately high levels of FNE compared with their counterparts. Additionally, students reported that FNE can cause them to overthink their responses and participate less in class. Participants rated being cold called and presenting alone as forms of whole-class participation that elicit the highest levels of FNE. This research highlights the impact of FNE on undergraduates and provides student-generated recommendations to reduce FNE in active-learning science courses.

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对负面评价的恐惧对第一代大学生、LGBTQ+学生和残疾学生在大学理科课程中的不成比例影响
负面评价恐惧(Fear of negative evaluation, FNE)被定义为一种与在社会情境中被负面评价相关的恐惧感,已被确定为大学生主动学习理科课程焦虑的主要因素。然而,目前还没有定量研究考察理科生在大学理科课程中经历FNE的程度以及FNE对他们的影响。为了解决这一差距,我们调查了美国西南部一所大学的566名本科生,他们参加了生命科学课程,在那里他们有机会在全班面前发言。研究人员向参与者询问了一系列关于他们在大规模招生的大学理科课程中使用FNE的经历的问题。我们发现,与同龄人相比,第一代大学生、LGBTQ+学生和残疾学生的FNE水平高得不成比例。此外,学生们报告说,FNE会导致他们过度思考自己的回答,减少课堂参与度。参与者认为,被冷落和单独演讲是全班参与的形式,会引发最高水平的FNE。本研究强调了FNE对本科生的影响,并提供了学生提出的建议,以减少主动学习科学课程中的FNE。
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来源期刊
Cbe-Life Sciences Education
Cbe-Life Sciences Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
6.50
自引率
13.50%
发文量
100
审稿时长
>12 weeks
期刊介绍: CBE—Life Sciences Education (LSE), a free, online quarterly journal, is published by the American Society for Cell Biology (ASCB). The journal was launched in spring 2002 as Cell Biology Education—A Journal of Life Science Education. The ASCB changed the name of the journal in spring 2006 to better reflect the breadth of its readership and the scope of its submissions. LSE publishes peer-reviewed articles on life science education at the K–12, undergraduate, and graduate levels. The ASCB believes that learning in biology encompasses diverse fields, including math, chemistry, physics, engineering, computer science, and the interdisciplinary intersections of biology with these fields. Within biology, LSE focuses on how students are introduced to the study of life sciences, as well as approaches in cell biology, developmental biology, neuroscience, biochemistry, molecular biology, genetics, genomics, bioinformatics, and proteomics.
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