Some Believe, Not All Achieve: The Role of Active Learning Practices in Anxiety and Academic Self-Efficacy in First-Generation College Students

First-generation college students face a variety of barriers in higher education compared with their continuing-generation peers. Active learning practices in STEM classrooms can potentially narrow the achievement gap by increasing academic self-efficacy, or confidence in academic abilities. However...

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Autores principales:	Suzanne Hood, Nancy Barrickman, Nancy Djerdjian, Melaney Farr, Ronald J. Gerrits, Heather Lawford, Shawn Magner, Betsy Ott, Kyla Ross, Hiranya Roychowdury, Olivia Page, Skye Stowe, Murray Jensen, Kerry Hull
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2020
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/a53a5da16d9b432d8cbaab20f9de0b60
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spelling	oai:doaj.org-article:a53a5da16d9b432d8cbaab20f9de0b602021-11-15T15:04:43ZSome Believe, Not All Achieve: The Role of Active Learning Practices in Anxiety and Academic Self-Efficacy in First-Generation College Students10.1128/jmbe.v21i1.20751935-78851935-7877https://doaj.org/article/a53a5da16d9b432d8cbaab20f9de0b602020-01-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v21i1.2075https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885First-generation college students face a variety of barriers in higher education compared with their continuing-generation peers. Active learning practices in STEM classrooms can potentially narrow the achievement gap by increasing academic self-efficacy, or confidence in academic abilities. However, these practices can also provoke anxiety in students. Given that anxiety can impair cognitive performance, we sought to understand how first-generation students perceive active learning practices and whether these perceptions affect the anticipated benefits of active learning. As part of a larger study on pedagogical practices in anatomy and physiology courses at the community college level, we asked students to rate various active learning techniques on how much each provoked anxiety and how much each contributed to their learning. All students (N = 186) rated some techniques as more anxiety-provoking than others (e.g., cold calling); however, compared to continuing-generation students, first-generation students’ ratings tended to be higher. First-generation students anticipated doing more poorly in a course and attained lower final grades. Notably, the use of active learning practices did not improve first-generation students’ academic self-efficacy: by the end of term, academic self-efficacy decreased in non-white first-generation students whereas other students showed little change. When introducing active learning strategies, instructors may need to proactively address underrepresented minority students’ emotional reactions and ensure that all students experience success with these practices early in a course as a way to bolster academic self-efficacy.Suzanne HoodNancy BarrickmanNancy DjerdjianMelaney FarrRonald J. GerritsHeather LawfordShawn MagnerBetsy OttKyla RossHiranya RoychowduryOlivia PageSkye StoweMurray JensenKerry HullAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 21, Iss 1 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Suzanne Hood Nancy Barrickman Nancy Djerdjian Melaney Farr Ronald J. Gerrits Heather Lawford Shawn Magner Betsy Ott Kyla Ross Hiranya Roychowdury Olivia Page Skye Stowe Murray Jensen Kerry Hull Some Believe, Not All Achieve: The Role of Active Learning Practices in Anxiety and Academic Self-Efficacy in First-Generation College Students
description	First-generation college students face a variety of barriers in higher education compared with their continuing-generation peers. Active learning practices in STEM classrooms can potentially narrow the achievement gap by increasing academic self-efficacy, or confidence in academic abilities. However, these practices can also provoke anxiety in students. Given that anxiety can impair cognitive performance, we sought to understand how first-generation students perceive active learning practices and whether these perceptions affect the anticipated benefits of active learning. As part of a larger study on pedagogical practices in anatomy and physiology courses at the community college level, we asked students to rate various active learning techniques on how much each provoked anxiety and how much each contributed to their learning. All students (N = 186) rated some techniques as more anxiety-provoking than others (e.g., cold calling); however, compared to continuing-generation students, first-generation students’ ratings tended to be higher. First-generation students anticipated doing more poorly in a course and attained lower final grades. Notably, the use of active learning practices did not improve first-generation students’ academic self-efficacy: by the end of term, academic self-efficacy decreased in non-white first-generation students whereas other students showed little change. When introducing active learning strategies, instructors may need to proactively address underrepresented minority students’ emotional reactions and ensure that all students experience success with these practices early in a course as a way to bolster academic self-efficacy.
format	article
author	Suzanne Hood Nancy Barrickman Nancy Djerdjian Melaney Farr Ronald J. Gerrits Heather Lawford Shawn Magner Betsy Ott Kyla Ross Hiranya Roychowdury Olivia Page Skye Stowe Murray Jensen Kerry Hull
author_facet	Suzanne Hood Nancy Barrickman Nancy Djerdjian Melaney Farr Ronald J. Gerrits Heather Lawford Shawn Magner Betsy Ott Kyla Ross Hiranya Roychowdury Olivia Page Skye Stowe Murray Jensen Kerry Hull
author_sort	Suzanne Hood
title	Some Believe, Not All Achieve: The Role of Active Learning Practices in Anxiety and Academic Self-Efficacy in First-Generation College Students
title_short	Some Believe, Not All Achieve: The Role of Active Learning Practices in Anxiety and Academic Self-Efficacy in First-Generation College Students
title_full	Some Believe, Not All Achieve: The Role of Active Learning Practices in Anxiety and Academic Self-Efficacy in First-Generation College Students
title_fullStr	Some Believe, Not All Achieve: The Role of Active Learning Practices in Anxiety and Academic Self-Efficacy in First-Generation College Students
title_full_unstemmed	Some Believe, Not All Achieve: The Role of Active Learning Practices in Anxiety and Academic Self-Efficacy in First-Generation College Students
title_sort	some believe, not all achieve: the role of active learning practices in anxiety and academic self-efficacy in first-generation college students
publisher	American Society for Microbiology
publishDate	2020
url	https://doaj.org/article/a53a5da16d9b432d8cbaab20f9de0b60
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Some Believe, Not All Achieve: The Role of Active Learning Practices in Anxiety and Academic Self-Efficacy in First-Generation College Students

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