Fig 1.
The control-value theory of achievement emotions [2] as well as influences of situational contexts [13, 8] and emotion regulation [7] on student emotions.
Items shaded in gray are the focus of this study, in which we examine student coping methods for dealing with anxiety that they associate with various types of active learning in their introductory Biology classrooms.
Table 1.
Categories (12) of coping responses, with brief descriptions, identified by Skinner et al. [35] and further elaborated by Henry et al. [39].
Table 2.
Categories (9) of coping responses that students reported when dealing with anxiety associated with active learning practices, and examples of each category from the researcher’s codebook.
Table 3.
Demographic information provided by participants who completed both the anxiety questions and at least one coping response (n = 880).
Table 4.
Average and distribution of self-reported anxiety of students in response to various types of active learning.
Table 5.
Number of student coping responses (strategies) organized by how many categories into which they were placed.
Table 6.
Distribution of coping strategies used by students in response to anxiety associated with different active learning practices.
Fig 2.
Percent of student responses binned into each of the coping categories for each active learning practice as reported by students (n = 880) enrolled in introductory Biology courses.