Is Support in the Anxiety of the Beholder? How Anxiety Interacts with Perceptions of Instructor Support in Introductory Biology Classes.

High levels of student anxiety are negatively related to degree persistence, academic achievement, and student perceptions of instructor support. Anxiety levels vary along many axes-among classes, within students in the same class, and over time-creating a dynamic emotional landscape in classrooms. In this study, we examined the relationship between student anxiety levels and perceptions of instructor support within three introductory biology classes at two timepoints during a semester.

Student Perspectives of Success and Failure in Biology Lecture: Multifaceted Definitions and Misalignments.

Investigating definitions of success and failure among introductory biology students is essential for understanding what underlies their self-efficacy; a student who gets a B on an exam may lose self-efficacy if they define failure as anything less than an A. Yet, whether students have the same definitions for success as they have for failure in these classes is unknown, nor how those definitions relate to course performance. To better understand student definitions for success and failure and their implications, this mixed-methods study collected survey data from students in two introductory biology courses about their definitions of success and failure and their self-reported grades.

Patient satisfaction among Saudi academic hospitals: a systematic review.

Purpose: To systematically review the patient's satisfaction (PS) levels within academic hospitals in Saudi Arabia from January 2012 to the end of October 2022.

Data Sources: Articles were gathered from PubMed, ProQuest, Google Scholar and Web of Science.

Study Selection/data Extraction: This review identified studies that assessed PS in Saudi Arabian university hospitals.

Emotion, Fact, and Anthropogenic Disturbances: Undergraduate Attitudes Toward Wildfire and Urbanization after a Brief Intervention.

Understanding attitudes towards anthropogenic disturbances, especially among undergraduates, is important to inform educational practices because of the theoretical link between attitude and behavior. We evaluated the attitudes of undergraduate students in a biology majors course and nonmajors course toward two anthropogenic disturbances: wildfire and urbanization. Student attitudes were assessed via an online Wildfire and Urbanization Attitude survey (WUAS) before and after a video intervention, randomly delivered as either fact- or emotion-based versions.