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

Maryrose Weatherton

*Address correspondence to: Maryrose Weatherton (E-mail Address: [email protected]).

Department of Theory and Practice in Teacher Education, The University of Tennessee Knoxville, Knoxville, TN 37996

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,

Elisabeth E. Schussler

Department of Ecology and Evolutionary Biology, The University of Tennessee Knoxville, Knoxville, TN 37996

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,

Jennifer R. Brigati

Department of Biology, Maryville College, Maryville, TN 37804

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,

Department of Ecology and Evolutionary Biology, The University of Tennessee Knoxville, Knoxville, TN 37996

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Department of Mechanical, Aerospace, and Biomedical Engineering, The University of Tennessee Knoxville, Knoxville, TN 37996

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, and

Benjamin J. England

Department of Biology, Saint Louis University, St. Louis, MO 63103

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Colin Harrison, Monitoring Editor

Published Online:25 Sep 2024https://doi.org/10.1187/cbe.24-02-0092

Supplemental Material

combinedsupmats.pdf (806 KB)

Vol. 23, No. 4

December 01, 2024

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Downloads: 196

History

Submitted: 29 February 2024

Revised: 23 July 2024

Accepted: 29 August 2024

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© 2024 M. Weatherton et al. CBE—Life Sciences Education © 2024 The American Society for Cell Biology. 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 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

ACKNOWLEDGMENTS

We thank Dr. Miranda Musgrove Chen for helping us to identify codes early in the process and the instructors and students who participated in the study. We also thank the Monitoring Editor and reviewers who gave us invaluable feedback on the initial draft of this manuscript.