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Students’ Emotions, Perceived Coping, and Outcomes in Response to Research-Based Challenges and Failures in Two Sequential CUREs
The ability to navigate scientific obstacles is widely recognized as a hallmark of a scientific disposition and is one predictor of science, technology, engineering, and mathematics persistence for early-career scientists. However, the development of this competency in undergraduate research has bee...
Autores principales: | , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
American Society for Cell Biology
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9508904/ https://www.ncbi.nlm.nih.gov/pubmed/35580005 http://dx.doi.org/10.1187/cbe.21-05-0131 |
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author | Corwin, Lisa A. Ramsey, Michael E. Vance, Eric A. Woolner, Elizabeth Maiden, Stevie Gustafson, Nina Harsh, Joseph A. |
author_facet | Corwin, Lisa A. Ramsey, Michael E. Vance, Eric A. Woolner, Elizabeth Maiden, Stevie Gustafson, Nina Harsh, Joseph A. |
author_sort | Corwin, Lisa A. |
collection | PubMed |
description | The ability to navigate scientific obstacles is widely recognized as a hallmark of a scientific disposition and is one predictor of science, technology, engineering, and mathematics persistence for early-career scientists. However, the development of this competency in undergraduate research has been largely underexplored. This study addresses this gap by examining introductory students’ emotional and behavioral responses to research-related challenges and failures that occur in two sequential research-based courses. We describe commonly reported emotions, coping responses, and perceived outcomes and examine relationships between these themes, student demographics, and course enrollment. Students commonly experience frustration, confusion, and disappointment when coping with challenges and failures. Yet the predominance of students report coping responses likely to be adaptive in academic contexts despite experiencing negative emotions. Being enrolled in the second course of a research-based course sequence was related to several shifts in response to challenges during data collection, including less reporting of confusion and fewer reports of learning to be cautious from students. Overall, students in both the first and second courses reported many positive outcomes indicating improvements in their ability to cope with challenge and failure. We assert that educators can improve research-based educational courses by scaffolding students’ research trials, failures, and iterations to support students’ perseverance. |
format | Online Article Text |
id | pubmed-9508904 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | American Society for Cell Biology |
record_format | MEDLINE/PubMed |
spelling | pubmed-95089042022-09-30 Students’ Emotions, Perceived Coping, and Outcomes in Response to Research-Based Challenges and Failures in Two Sequential CUREs Corwin, Lisa A. Ramsey, Michael E. Vance, Eric A. Woolner, Elizabeth Maiden, Stevie Gustafson, Nina Harsh, Joseph A. CBE Life Sci Educ General Essays and Articles The ability to navigate scientific obstacles is widely recognized as a hallmark of a scientific disposition and is one predictor of science, technology, engineering, and mathematics persistence for early-career scientists. However, the development of this competency in undergraduate research has been largely underexplored. This study addresses this gap by examining introductory students’ emotional and behavioral responses to research-related challenges and failures that occur in two sequential research-based courses. We describe commonly reported emotions, coping responses, and perceived outcomes and examine relationships between these themes, student demographics, and course enrollment. Students commonly experience frustration, confusion, and disappointment when coping with challenges and failures. Yet the predominance of students report coping responses likely to be adaptive in academic contexts despite experiencing negative emotions. Being enrolled in the second course of a research-based course sequence was related to several shifts in response to challenges during data collection, including less reporting of confusion and fewer reports of learning to be cautious from students. Overall, students in both the first and second courses reported many positive outcomes indicating improvements in their ability to cope with challenge and failure. We assert that educators can improve research-based educational courses by scaffolding students’ research trials, failures, and iterations to support students’ perseverance. American Society for Cell Biology 2022 /pmc/articles/PMC9508904/ /pubmed/35580005 http://dx.doi.org/10.1187/cbe.21-05-0131 Text en © 2022 L. A. Corwin et al. CBE—Life Sciences Education © 2022 The American Society for Cell Biology. “ASCB®” and “The American Society for Cell Biology®” are registered trademarks of The American Society for Cell Biology. https://creativecommons.org/licenses/by-nc-sa/4.0/This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 4.0 Unported Creative Commons License. |
spellingShingle | General Essays and Articles Corwin, Lisa A. Ramsey, Michael E. Vance, Eric A. Woolner, Elizabeth Maiden, Stevie Gustafson, Nina Harsh, Joseph A. Students’ Emotions, Perceived Coping, and Outcomes in Response to Research-Based Challenges and Failures in Two Sequential CUREs |
title | Students’ Emotions, Perceived Coping, and Outcomes in Response to Research-Based Challenges and Failures in Two Sequential CUREs |
title_full | Students’ Emotions, Perceived Coping, and Outcomes in Response to Research-Based Challenges and Failures in Two Sequential CUREs |
title_fullStr | Students’ Emotions, Perceived Coping, and Outcomes in Response to Research-Based Challenges and Failures in Two Sequential CUREs |
title_full_unstemmed | Students’ Emotions, Perceived Coping, and Outcomes in Response to Research-Based Challenges and Failures in Two Sequential CUREs |
title_short | Students’ Emotions, Perceived Coping, and Outcomes in Response to Research-Based Challenges and Failures in Two Sequential CUREs |
title_sort | students’ emotions, perceived coping, and outcomes in response to research-based challenges and failures in two sequential cures |
topic | General Essays and Articles |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9508904/ https://www.ncbi.nlm.nih.gov/pubmed/35580005 http://dx.doi.org/10.1187/cbe.21-05-0131 |
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