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Area of Science:

  • Biology Education
  • Educational Psychology

Background:

  • Active learning strategies enhance undergraduate biology education but may increase student anxiety.
  • Student anxiety can negatively impact learning outcomes and equity.
  • Instructor supportiveness is a potential factor in mitigating student anxiety.

Purpose of the Study:

  • To investigate the relationship between student anxiety and perceptions of instructor support in undergraduate biology courses.
  • To identify specific themes of instructor support that influence student anxiety.
  • To explore how instructor support practices differ between those perceived as highly supportive versus less supportive.

Main Methods:

  • Collected student anxiety ratings and perceptions of instructor support in six large introductory biology classes.
  • Utilized qualitative analysis of open-response data to identify themes of instructor support.
  • Compared themes of support between instructors rated as providing higher versus lower support.

Main Results:

  • A negative correlation was found between student anxiety and perceived instructor support.
  • Five themes of instructor support were identified: relational, instrumental, pedagogical, personality, and uncertain.
  • Higher-support instructors exhibited more positive relational themes and fewer negative pedagogical themes.

Conclusions:

  • Instructor supportiveness is negatively associated with student anxiety in undergraduate biology.
  • Relational and pedagogical aspects of instructor support are key factors influencing student anxiety.
  • Enhancing supportive classroom practices can be a strategy to reduce student anxiety in active learning environments.