View in EDS

Student Identities Predict Classmate and Instructor Fear of Negative Evaluation among Undergraduates in Large-Enrollment Introductory Biology Courses

Saved in:
Bibliographic Details
Title: Student Identities Predict Classmate and Instructor Fear of Negative Evaluation among Undergraduates in Large-Enrollment Introductory Biology Courses
Language: English
Authors: Katelyn M. Cooper (ORCID 0000-0001-8427-7741), Carly A. Busch (ORCID 0000-0002-3744-1702), Sara E. Brownell (ORCID 0000-0002-7441-8958)
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
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1481742
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1481742
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Student Identities Predict Classmate and Instructor Fear of Negative Evaluation among Undergraduates in Large-Enrollment Introductory Biology Courses
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Katelyn+M%2E+Cooper%22">Katelyn M. Cooper</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-8427-7741">0000-0001-8427-7741</externalLink>)<br /><searchLink fieldCode="AR" term="%22Carly+A%2E+Busch%22">Carly A. Busch</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3744-1702">0000-0002-3744-1702</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sara+E%2E+Brownell%22">Sara E. Brownell</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-7441-8958">0000-0002-7441-8958</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Microbiology+%26+Biology+Education%22"><i>Journal of Microbiology & Biology Education</i></searchLink>. 2025 26(2).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 14
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: National Science Foundation (NSF)<br />National Science Foundation (NSF), Graduate Research Fellowship Program (GRFP)
– Name: NumberContract
  Label: Contract Number
  Group: NumCntrct
  Data: 1644236<br />2141681
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Introductory+Courses%22">Introductory Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Biology%22">Biology</searchLink><br /><searchLink fieldCode="DE" term="%22Fear%22">Fear</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Evaluation%22">Peer Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22LGBTQ+People%22">LGBTQ People</searchLink><br /><searchLink fieldCode="DE" term="%22English+Learners%22">English Learners</searchLink><br /><searchLink fieldCode="DE" term="%22Nontraditional+Students%22">Nontraditional Students</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Differences%22">Racial Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnicity%22">Ethnicity</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22College+Science%22">College Science</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1935-7877<br />1935-7885
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1481742
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1481742
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
    Subjects:
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Student Evaluation
        Type: general
      – SubjectFull: Introductory Courses
        Type: general
      – SubjectFull: Biology
        Type: general
      – SubjectFull: Fear
        Type: general
      – SubjectFull: Peer Evaluation
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: LGBTQ People
        Type: general
      – SubjectFull: English Learners
        Type: general
      – SubjectFull: Nontraditional Students
        Type: general
      – SubjectFull: Racial Differences
        Type: general
      – SubjectFull: Ethnicity
        Type: general
      – SubjectFull: Active Learning
        Type: general
      – SubjectFull: College Science
        Type: general
      – SubjectFull: Science Education
        Type: general
    Titles:
      – TitleFull: Student Identities Predict Classmate and Instructor Fear of Negative Evaluation among Undergraduates in Large-Enrollment Introductory Biology Courses
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Katelyn M. Cooper
      – PersonEntity:
          Name:
            NameFull: Carly A. Busch
      – PersonEntity:
          Name:
            NameFull: Sara E. Brownell
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 08
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 1935-7877
            – Type: issn-electronic
              Value: 1935-7885
          Numbering:
            – Type: volume
              Value: 26
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Journal of Microbiology & Biology Education
              Type: main
ResultId 1