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Student Anxiety and Perception of Difficulty Impact Performance and Persistence in Introductory Biology Courses
Published Online:23 May 2019https://doi.org/10.1187/cbe.17-12-0284
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Downloads: 15509
Citations: 53
Submitted: 29 December 2017
Revised: 18 January 2019
Accepted: 6 February 2019
© 2019 B. J. England et al. CBE—Life Sciences Education © 2019 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).
We thank the instructors who helped us conduct this research, the students who participated in the surveys, and peer reviewers who improved this work. Liam Mueller and Elli Theobald provided invaluable assistance with the statistical analyses. This research was funded in part by an NSF TUES grant (DUE 1245215; E.E.S., principal investigator).
