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...

Descripción completa

Guardado en:
Detalles Bibliográficos
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:
Acceso en línea:https://doaj.org/article/a53a5da16d9b432d8cbaab20f9de0b60
Etiquetas: Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!