Student Identities Predict Classmate and Instructor Fear of Negative Evaluation among Undergraduates in Large-Enrollment Introductory Biology Courses
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| Title: | Student Identities Predict Classmate and Instructor Fear of Negative Evaluation among Undergraduates in Large-Enrollment Introductory Biology Courses |
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| Language: | English |
| Authors: | Katelyn M. Cooper (ORCID |
| Source: | Journal of Microbiology & Biology Education. 2025 26(2). |
| Availability: | American Society for Microbiology. 1752 N Street NW, Washington, DC 20036. Tel: 202-737-3600; e-mail: journals@asmusa.org; Web site: https://journals.asm.org/journal/jmbe |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Sponsoring Agency: | National Science Foundation (NSF) National Science Foundation (NSF), Graduate Research Fellowship Program (GRFP) |
| Contract Number: | 1644236 2141681 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, Student Evaluation, Introductory Courses, Biology, Fear, Peer Evaluation, College Faculty, Gender Differences, LGBTQ People, English Learners, Nontraditional Students, Racial Differences, Ethnicity, Active Learning, College Science, Science Education |
| ISSN: | 1935-7877 1935-7885 |
| Abstract: | Undergraduate biology students describe fear of negative evaluation (FNE), defined as a sense of dread associated with being unfavorably evaluated in a social situation, as negatively affecting their experiences in active learning courses. Yet, few studies have examined who is prone to experiencing FNE, the severity and duration of FNE, and whether the effects of FNE are experienced equally among undergraduates. To address these gaps, we surveyed 494 undergraduates enrolled in active learning introductory biology courses about their FNE as it relates to students in their courses (classmate FNE) and to their instructor (instructor FNE). Students reported higher instructor FNE than classmate FNE. Using linear regressions, we found that women and nonbinary students, persons excluded based on ethnicity or race (PEERs), continuing-generation college students, LGBTQ+ students, and non-native English speakers had higher instructor FNE than their respective counterparts. PEER students also had higher classmate FNE than white students. Women, nonbinary, and PEER students were more likely than men and white students to report a greater negative impact of FNE on their abilities to articulate their thoughts about science in class. This work highlights the importance of reducing FNE with the intent to create more equitable active learning biology classrooms. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1481742 |
| Database: | ERIC |
| Abstract: | Undergraduate biology students describe fear of negative evaluation (FNE), defined as a sense of dread associated with being unfavorably evaluated in a social situation, as negatively affecting their experiences in active learning courses. Yet, few studies have examined who is prone to experiencing FNE, the severity and duration of FNE, and whether the effects of FNE are experienced equally among undergraduates. To address these gaps, we surveyed 494 undergraduates enrolled in active learning introductory biology courses about their FNE as it relates to students in their courses (classmate FNE) and to their instructor (instructor FNE). Students reported higher instructor FNE than classmate FNE. Using linear regressions, we found that women and nonbinary students, persons excluded based on ethnicity or race (PEERs), continuing-generation college students, LGBTQ+ students, and non-native English speakers had higher instructor FNE than their respective counterparts. PEER students also had higher classmate FNE than white students. Women, nonbinary, and PEER students were more likely than men and white students to report a greater negative impact of FNE on their abilities to articulate their thoughts about science in class. This work highlights the importance of reducing FNE with the intent to create more equitable active learning biology classrooms. |
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| ISSN: | 1935-7877 1935-7885 |
