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

Abstract

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.

Instructor strategies to alleviate student stress and anxiety in colleges and universities

“…The benefits of active learning strategies have been well-documented, including increased learning for students, a decrease in the achievement gap for identities historically underrepresented in the sciences, and improved attitudes and perceptions toward science (Armbruster, Patel, Johnson, & Weiss, 2009;Freeman et al, 2014;Haak, HilleRisLambers, Pitre, & Freeman, 2011). However, recent research has indicated that many active learning techniques can also increase student anxiety or the perceptions of student anxiety Cooper, Downing, et al, 2018;Downing, Cooper, Cala, Gin, & Brownell, 2020;England et al, 2017), and that students employ both adaptive and maladaptive strategies to cope with this anxiety (Brigati et al 2020). Some techniques, such as cold-calling -asking a student to share a response with the class without the student volunteering -have been identified as producing particularly high anxiety in students England et al, 2017).…”

“…There is a growing body of empirical studies examining student group work and its impact on learning and attitudes (Chang & Brickman, 2018;Hodges, 2018;Jensen & Lawson, 2011). These studies have found that student learning and perceptions of learning increase, and anxiety decreases, when students are familiar with and comfortable sharing with their groupmates (Downing et al, 2020;Theobald, Eddy, Grunspan, Wiggins, & Crowe, 2017). Student anxiety is often driven by the fear of negative evaluation and allowing students to choose their own group can lessen this fear of negative evaluation by their peers Downing et al, 2020).…”

“…These studies have found that student learning and perceptions of learning increase, and anxiety decreases, when students are familiar with and comfortable sharing with their groupmates (Downing et al, 2020;Theobald, Eddy, Grunspan, Wiggins, & Crowe, 2017). Student anxiety is often driven by the fear of negative evaluation and allowing students to choose their own group can lessen this fear of negative evaluation by their peers Downing et al, 2020). In addition, students have reported more positive group experiences with increased structure in groupwork (Chang & Brickman, 2018;Theobald et al, 2017).…”

“…An inclusive and equitable setting for learning, one where all students feel comfortable learning, sharing their perspectives, and making mistakes will create an empowering atmosphere that can reduce anxiety Downing et al, 2020). Such a setting may begin with instructors recognizing the diversity of identities in the classroom.…”

“…Since student anxiety is often driven by fear of negative evaluation, fostering a classroom atmosphere where students are comfortable with being wrong can decrease student anxiety and stress and promote a more inclusive classroom Downing et al, 2020). Downing et al, (2020) find that student fear of negative evaluation may be reduced by allowing students to work in groups with other students that they know (see section above), providing a chance for students to talk to their classmate after being called upon (referred to as "warm calling"), and framing errors as part of the learning process. Positive error framing can reduce stress and lead to both improved metacognition and learning for the student (Downing et al, 2020;Steele-Johnson & Kalinoski, 2014).…”