Student Anxiety and Perception of Difficulty Impact Performance and Persistence in Introductory Biology Courses

Epidemiology and Impact of Health Care Provider–Diagnosed Anxiety and Depression Among US Children

(2018) Rebecca H. Bitsko et al.   JOURNAL OF DEVELOPMENTAL AND BEHAVIORAL PEDIATRICS

Students Are Rarely Independent: When, Why, and How to Use Random Effects in Discipline-Based Education Research

(2018) Elli Theobald   CBE-Life Sciences Education

Student anxiety in introductory biology classrooms: Perceptions about active learning and persistence in the major

(2017) Benjamin J. England et al.   PLoS One

Coming Out in Class: Challenges and Benefits of Active Learning in a Biology Classroom for LGBTQIA Students

(2016) Katelyn M. Cooper et al.   CBE-Life Sciences Education

Beneath the numbers: A review of gender disparities in undergraduate education across science, technology, engineering, and math disciplines

(2016) Sarah L. Eddy et al.   Physical Review Physics Education Research

Males Under-Estimate Academic Performance of Their Female Peers in Undergraduate Biology Classrooms

(2016) Daniel Z. Grunspan et al.   PLoS One

Caution, Student Experience May Vary: Social Identities Impact a Student’s Experience in Peer Discussions

(2015) Sarah L. Eddy et al.   CBE-Life Sciences Education

PORTAAL: A Classroom Observation Tool Assessing Evidence-Based Teaching Practices for Active Learning in Large Science, Technology, Engineering, and Mathematics Classes

(2015) Sarah L. Eddy et al.   CBE-Life Sciences Education

Getting Under the Hood: How and for Whom Does Increasing Course Structure Work?

(2014) Sarah L. Eddy et al.   CBE-Life Sciences Education

Gender Gaps in Achievement and Participation in Multiple Introductory Biology Classrooms

(2014) Sarah L. Eddy et al.   CBE-Life Sciences Education

Active learning increases student performance in science, engineering, and mathematics

(2014) S. Freeman et al.   PROCEEDINGS OF THE NATIONAL ACADEMY OF SCIENCES OF THE UNITED STATES OF AMERICA

Increasing Persistence of College Students in STEM

(2013) M. J. Graham et al.   SCIENCE

Science Anxiety, Science Attitudes, and Constructivism: A Binational Study

(2012) Fred B. Bryant et al.   Journal of Science Education and Technology

Psychological correlates of university students' academic performance: A systematic review and meta-analysis.

(2012) Michelle Richardson et al.   PSYCHOLOGICAL BULLETIN

Increased Course Structure Improves Performance in Introductory Biology

(2011) Scott Freeman et al.   CBE-Life Sciences Education

Increased Structure and Active Learning Reduce the Achievement Gap in Introductory Biology

(2011) D. C. Haak et al.   SCIENCE

AIC model selection and multimodel inference in behavioral ecology: some background, observations, and comparisons

(2010) Kenneth P. Burnham et al.   BEHAVIORAL ECOLOGY AND SOCIOBIOLOGY

Active Learning and Student-centered Pedagogy Improve Student Attitudes and Performance in Introductory Biology

(2009) Peter Armbruster et al.   CBE-Life Sciences Education

Cortical and subcortical predictive dynamics and learning during perception, cognition, emotion and action

(2009) S. Grossberg   PHILOSOPHICAL TRANSACTIONS OF THE ROYAL SOCIETY B-BIOLOGICAL SCIENCES

The prevalence and socio-demographic correlations of depression, anxiety and stress among a group of university students

(2008) Nuran Bayram et al.   SOCIAL PSYCHIATRY AND PSYCHIATRIC EPIDEMIOLOGY