Collaborative Research: Using a Self-Guided Online Intervention to Address Student Fear of Negative Evaluation in Active Learning Undergraduate Biology Courses

该项目旨在通过促进对如何使本科生掌握应对负面评价恐惧的技能的理解，为国家利益服务。负面评价被定义为在参与社交场合时因被评价不利而产生的恐惧感。越来越多的大学生物课程正在从传统的讲授学习向主动学习过渡。在主动学习的课堂上，学生在课堂上进行活动和讨论。然而，学生对负面评价的恐惧会对他们在主动学习课程中的学习产生负面影响。这个项目将开发一个简短的，自我引导的在线干预，旨在帮助本科生在积极学习生物课程的背景下，有效地应对对负面评估的恐惧。通过这种免费的在线干预，让学生掌握应对负面评估恐惧的技能，可能会改变谁参与了积极学习的课堂，谁的声音在科学中被听到。通过研究干预对学生对负面评价的恐惧、表现和对大学生物学的坚持的影响来评估干预的有效性。项目成果旨在提高学生在主动学习生物课程中的体验和表现。本项目的目标是开发和评估一个简短的在线单节干预(SSI)，以帮助本科生应对在主动学习生物课程中遇到的社会评价情境中对负面评价的恐惧。在这个项目中开发的自我指导的SSI将是一个简短的(30分钟)在线活动，由来自临床、社会和教育心理学研究的循证程序组件组成。SSI将同时为可伸缩性和可访问性而设计。它将易于管理，独立于教师，免费提供，并按规模交付给学生。为了评估SSI的影响，研究团队将在一所大型、多样化和非选择性的机构进行一项大型、随机对照试验，涉及多门生物入门课程。随机对照试验将评估SSI对(1)学生对负面评价和其他情感结果的恐惧，(2)学生表现结果，和(3)学生坚持结果的影响。NSF IUSE：EHR计划支持研究和开发项目，以提高所有学生的STEM教育的有效性。通过参与的学生学习路径，该计划支持有前景的实践和工具的创建、探索和实施。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

This project aims to serve the national interest by advancing the understanding of how to equip undergraduates with the skills to cope with fear of negative evaluation. Negative evaluation is defined as a sense of dread associated with being unfavorably evaluated while participating in a social situation. Increasingly, college biology courses are transitioning from traditional lecture-based learning to active learning. In active learning classrooms, students engage in activities and discussions in class. However, students’ fear of negative evaluation can negatively impact their learning in active learning courses. This project will develop a brief, self-guided online intervention designed to help undergraduate students productively cope with fear of negative evaluation within the context of active learning biology courses. Equipping students with skills to cope with fear of negative evaluation via this free online intervention has potential to change who is participating in active learning classrooms and whose voices are heard in science. The effectiveness of the intervention will be evaluated by studying its impact on student fear of negative evaluation, performance, and persistence in college biology. Project outcomes are intended to enhance students’ experiences and performance in active learning biology courses.The goal of this project is to develop and evaluate a brief online Single-Session Intervention (SSI) to help undergraduates cope with fear of negative evaluation in the context of social evaluative situations encountered in active learning biology courses. The self-guided SSI developed in this project will be a brief ( 30 minute) online activity comprised of evidence-based program components drawn from research in clinical, social, and educational psychology. The SSI will be designed for both scalability and accessibility. It will be easy to administer, independent of the instructor, freely available, and delivered to students at scale. To assess the impact of the SSI, the research team will conduct a large, randomized controlled trial across multiple introductory biology courses at one large diverse and non-selective institution. The randomized controlled trail will assess the impact of the SSI on (1) student fear of negative evaluation and other affective outcomes, (2) student performance outcomes, and (3) student persistence outcomes. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.