...
  • 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>CBE Life Sciences Education >“I Like and Prefer to Work Alone”: Social Anxiety, Academic Self-Efficacy, and Students’ Perceptions of Active Learning
【24h】

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

机译：“我喜欢独自工作”：社交焦虑，学术自我效能，以及学生对积极学习的看法

获取原文
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

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.
机译：虽然积极学习在科学，技术，工程和数学（Stew）计划中提高了学生结果，但它可能会引起一些学生的焦虑。我们检查了两个心理变量是否有两个心理变量，社交焦虑（与他人害怕消极评估的心理困扰）和学术自我效能（对一个人克服学术挑战的能力），与学生对基于证据的教学实践的看法（EBIPS ）并在干相关课程中与他们的最终成绩联系起来。社区学院课程的人类解剖学和生理学学生评定了各种EBIP，因为他们的感知教育价值及其引发焦虑的能力（n = 227）。一般而言，致致使学生最焦虑（例如，冷呼叫）的做法被学生报告的教育价值最低。在控制学生的自我报告的成绩点平均值时，社会焦虑的学生将几个EBIP评定为更焦虑的焦虑，而高效学生报告围绕其他EBIP的焦虑较少。此外，调解分析表明，在课程开始期初的学术自我效能的个别差异解释了学生社交焦虑水平与课程最终成绩之间的一些负面关联。我们的成绩在社区大学背景下获得，支持越来越多的证据，即社会焦虑和学术自我效能与学生如何感知和表现在一个积极的学习环境中。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号