Academic social comparison: a promising new target to reduce fear of negative evaluation in large-enrollment college science courses

IF 5.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
C. Jynx Pigart, David P. MacKinnon, Katelyn M. Cooper
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引用次数: 0

Abstract

Fear of negative evaluation, defined as a sense of dread associated with being unfavorably evaluated in a social situation, is the primary factor underlying student anxiety in college science courses and is disproportionately experienced by students who are underserved in science. Yet, it is unknown why fear of negative evaluation disproportionately affects these students and what can be done to reduce student fear of negative evaluation. Academic social comparison describes how students perceive themselves compared to their peers with regard to desirability as a groupmate, the extent they fit in among others in their major, and academic talent. We hypothesize that academic social comparison mediates the relationship between student identities and fear of negative evaluation, where individuals with underserved identities in science may perceive themselves as “less than” their peers, contributing to their fear of negative evaluation. We surveyed 909 undergraduate science majors across 15 research-intensive institutions in the United States (U.S.) to assess: (1) To what extent do student identities predict fear of negative evaluation among science undergraduates? and (2) For identities that significantly predict fear of negative evaluation, to what extent does academic social comparison mediate the relationship? We used regression, single-mediator models, and multi-mediator models to address our research questions. Women/non-binary and LGBTQ + science majors reported disproportionately high fear of negative evaluation compared to men and non-LGBTQ + science majors. Women/non-binary and LGBTQ + students also expressed lower academic social comparison relative to their respective counterparts, meaning they perceive themselves as less than their peers with regard to their desirability as a groupmate, the extent to which they fit in among others in their major, and their academic talent. Academic social comparison partially mediated the relationship between fear of negative evaluation and both gender and LGBTQ + status. Major fit, defined as the extent to which students perceive they fit in among others in their major, was found to be the primary mediating subconstruct of academic social comparison for both gender and LGBTQ + identities. Women/non-binary and LGBTQ + science majors perceive themselves as less than their peers to a greater extent than men and non-LGBTQ + science majors, contributing to their higher fear of negative evaluation in college science course. Major fit, defined as the extent to which students feel they fit in with others in their major, is the subconstruct of academic social comparison that had the strongest influence on fear of negative evaluation in our sample. Academic social comparison is a promising target for future efforts aimed at decreasing fear of negative evaluation in active learning college science courses.
学业社会比较:在大量招生的大学理科课程中减少对负面评价恐惧的有前途的新目标
对负面评价的恐惧是指在社会环境中受到不利评价时产生的一种恐惧感,它是大学理科课程中学生焦虑的主要因素,对理科学习成绩不佳的学生来说,这种恐惧感尤为强烈。然而,为什么对负面评价的恐惧会对这些学生造成不成比例的影响,以及怎样才能减少学生对负面评价的恐惧,这些都是未知数。学术社会比较描述的是学生如何看待自己与同龄人相比,在作为同学的可取性、与本专业其他同学的适应程度以及学术才能等方面的差异。我们的假设是,学术社会比较会介导学生身份与害怕负面评价之间的关系,在这种情况下,在科学领域得不到充分服务的个体可能会认为自己 "不如 "同龄人,从而导致他们害怕负面评价。我们对美国 15 所研究密集型院校的 909 名理科本科生进行了调查,以评估:(1) 学生身份在多大程度上预测了理科本科生对负面评价的恐惧? (2) 对于能显著预测负面评价恐惧的身份,学术社会比较在多大程度上调解了这种关系?我们使用回归、单一中介模型和多中介模型来解决我们的研究问题。与男性和非 LGBTQ + 理科专业学生相比,女性/非二元和 LGBTQ + 理科专业学生对负面评价的恐惧程度更高。女性/非二元学生和 LGBTQ + 学生在学术社会比较方面的表现也低于她们各自的同龄人,这意味着她们认为自己在作为同学的可取性、与本专业其他同学的适应程度以及自己的学术才能方面都不如同龄人。学业社会比较部分调节了害怕负面评价与性别和 LGBTQ + 身份之间的关系。专业匹配度是指学生认为自己在专业上与他人的匹配程度,它是学术社会比较对性别和 LGBTQ + 身份的主要中介子结构。与男性和非 LGBTQ + 理科专业学生相比,女性/非二元和 LGBTQ + 理科专业学生认为自己不如同龄人的程度更高,这也是她们在大学理科课程中更害怕负面评价的原因。在我们的样本中,"专业适应度 "是指学生认为自己与本专业其他人的适应程度,它是学术社会比较的子结构,对害怕负面评价的影响最大。学术社会比较是未来努力减少主动学习型大学科学课程中负面评价恐惧的一个有希望的目标。
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来源期刊
International Journal of Stem Education
International Journal of Stem Education Social Sciences-Education
CiteScore
12.40
自引率
11.90%
发文量
68
审稿时长
13 weeks
期刊介绍: The International Journal of STEM Education is a multidisciplinary journal in subject-content education that focuses on the study of teaching and learning in science, technology, engineering, and mathematics (STEM). It is being established as a brand new, forward looking journal in the field of education. As a peer-reviewed journal, it is positioned to promote research and educational development in the rapidly evolving field of STEM education around the world.
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