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

合作研究：利用自我引导的在线干预来解决学生在主动学习本科生物学课程中对负面评价的恐惧

• 批准号: 2141710
• 负责人: Jessica Schleider
• 金额: $ 16.86万
• 依托单位: SUNY at Stony Brook
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-01-01 至 2024-01-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2141710&HistoricalAwards=false
• 关键词: Collaborative; Research; Using; Self; Guided

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.

该项目旨在通过促进对如何使大学生具备科普负面评价恐惧的技能的理解来服务于国家利益。负面评价被定义为一种与参与社交情境时受到不利评价相关的恐惧感。大学生物学课程正逐渐从传统的以讲授为基础的学习向主动学习转变。在主动学习型课堂中，学生在课堂上参与活动和讨论。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。该项目将开发一个简短的，自我指导的在线干预，旨在帮助本科生有效地科普积极学习生物课程的背景下的负面评价的恐惧。通过这种免费的在线干预，让学生掌握科普负面评价恐惧的技能，有可能改变谁在积极学习课堂上的参与，以及谁的声音在科学中被听到。干预的有效性将通过研究其对学生的负面评价，表现和坚持在大学生物恐惧的影响进行评估。本项目的目的是开发和评估一个简短的在线单次干预（SSI），以帮助大学生科普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SSI将是一个简短的（30分钟）在线活动，包括从临床，社会和教育心理学研究中提取的循证计划组件。SSI的设计将兼顾可扩展性和可访问性。它将易于管理，独立于教师，免费提供，并大规模地交付给学生。为了评估SSI的影响，研究小组将在一个大型的多样化和非选择性的机构中进行一项大型的随机对照试验。 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）学生持久性结果的影响。 NSF IUSE：EHR计划支持研究和开发项目，以提高所有学生STEM教育的有效性。 该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。