Some Believe, Not All Achieve: The Role of Active Learning Practices in Anxiety and Academic Self-Efficacy in First-Generation College Students

First-generation college students face a variety of barriers in higher education compared with their continuing-generation peers. Active learning practices in STEM classrooms can potentially narrow the achievement gap by increasing academic self-efficacy, or confidence in academic abilities. However...

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Detalles Bibliográficos
Autores principales: Hood, Suzanne, Barrickman, Nancy, Djerdjian, Nancy, Farr, Melaney, Gerrits, Ronald J., Lawford, Heather, Magner, Shawn, Ott, Betsy, Ross, Kyla, Roychowdury, Hiranya, Page, Olivia, Stowe, Skye, Jensen, Murray, Hull, Kerry
Formato: Online Artículo Texto
Lenguaje:English
Publicado: American Society of Microbiology 2020
Materias:
Articles
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7148146/
https://www.ncbi.nlm.nih.gov/pubmed/32313594
http://dx.doi.org/10.1128/jmbe.v21i1.2075

Internet

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7148146/
https://www.ncbi.nlm.nih.gov/pubmed/32313594
http://dx.doi.org/10.1128/jmbe.v21i1.2075

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