Active Learning, Anxious Minds: A Replication Study Examining Anxiety from Active Learning Practices
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| Title: | Active Learning, Anxious Minds: A Replication Study Examining Anxiety from Active Learning Practices |
|---|---|
| Language: | English |
| Authors: | Vanessa Rodriguez Barrera (ORCID |
| Source: | Teaching of Psychology. 2026 53(3):219-225. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Active Learning, Anxiety, Undergraduate Students, Psychology, First Generation College Students, Predictor Variables |
| DOI: | 10.1177/00986283251352451 |
| ISSN: | 0098-6283 1532-8023 |
| Abstract: | Background: Active learning has been widely used as a tool to improve student outcomes; however, recent work suggests that this practice may not be the most inclusive. Objective: We conducted a replication of Hood et al. (2021) examining ratings of anxiety toward active learning practices and extended this work by evaluating the factor structure and assessing relevant individual difference measures (e.g., fear of negative evaluation) that may predict anxiety from active learning (e.g., dyadic/group work). Method: Psychology undergraduates at a 4-year regional comprehensive university rated the anxiety they experienced in common classroom techniques and completed scales for academic self-efficacy, social phobia, and fear of negative evaluation. Results: Consistent with prior research, the highest levels of anxiety were for publicly evaluated activities and the lowest from individual work. Women and first-generation students reported the most anxiety in publicly assessed activities. Fear of negative evaluation and social phobia were the strongest predictors of anxiety in publicly evaluated contexts. Conclusion: Although active learning can promote engagement among students, course content, and the instructor, evaluative components may increase anxiety for some students, potentially affecting their participation and success. Teaching Implications: Psychology instructors should consider strategies that reduce public evaluative pressure to create more supportive active learning environments. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505550 |
| Database: | ERIC |
| Abstract: | Background: Active learning has been widely used as a tool to improve student outcomes; however, recent work suggests that this practice may not be the most inclusive. Objective: We conducted a replication of Hood et al. (2021) examining ratings of anxiety toward active learning practices and extended this work by evaluating the factor structure and assessing relevant individual difference measures (e.g., fear of negative evaluation) that may predict anxiety from active learning (e.g., dyadic/group work). Method: Psychology undergraduates at a 4-year regional comprehensive university rated the anxiety they experienced in common classroom techniques and completed scales for academic self-efficacy, social phobia, and fear of negative evaluation. Results: Consistent with prior research, the highest levels of anxiety were for publicly evaluated activities and the lowest from individual work. Women and first-generation students reported the most anxiety in publicly assessed activities. Fear of negative evaluation and social phobia were the strongest predictors of anxiety in publicly evaluated contexts. Conclusion: Although active learning can promote engagement among students, course content, and the instructor, evaluative components may increase anxiety for some students, potentially affecting their participation and success. Teaching Implications: Psychology instructors should consider strategies that reduce public evaluative pressure to create more supportive active learning environments. |
|---|---|
| ISSN: | 0098-6283 1532-8023 |
| DOI: | 10.1177/00986283251352451 |
