Optimizing science self-efficacy: A multilevel examination of the moderating effects of anxiety on the relationship between self-efficacy and achievement in science

Webpage reading: Psychophysiological correlates of emotional arousal and regulation predict multiple-text comprehension

To examine the implications of the transition from face‐to‐face to online learning from a psychobiological perspective, this study investigated potential differences in physiological stress parameters of students engaged in online or face‐to‐face learning and determined whether these can be identified as possible mediators between learning experience and achievement emotions. In a randomized experimental field study, medical students (n = 82) attended either regular face‐to‐face classes of the microscopic anatomy course or the same practical course online using Zoom videoconferencing platform. The present study investigated Heart Rate Variability (HRV) and salivary cortisol concentration as stress correlates, within the contexts of online and face‐to‐face learning and compared these parameters with a control group that was measured at rest. Additionally, participants completed a standardized questionnaire about their experienced emotions in relation to task achievement and subjective stress levels. A significant reduction in HRV was found in face‐to‐face learning, suggesting stronger stress responses in the face‐to‐face learning environment (η2 = 0.421, P < 0.001). Furthermore, participants engaged in face‐to‐face learning showed significantly higher cortisol concentrations (η2 = 0.115, P = 0.032). Additionally, increased sympathetic activation correlated with the discrete positive emotion of enjoyment exclusively within the face‐to‐face condition (r = 0.365, P = 0.043). These results indicate that the transfer of a face‐to‐face practical course in microscopic anatomy to an online learning environment is associated with decreased sympathetic and enhanced vagal cardiovascular influences, together with lower cortisol concentrations in healthy medical students.

Decreased sympathetic cardiovascular influences and hormone‐physiological changes in response to Covid‐19‐related adaptations under different learning environments

Students' mental load, stress, and performance when working with symbolic or symbolic–textual molecular representations

Fifty-one learning strategies were developed and validated in this study to make language learners more knowledgeable about unfamiliar environments. The study tested the effectiveness of the strategies in improving the creativity of students. 75 university students participated in the study and they were divided into three groups: (1) students who learned in unfamiliar learning environments without familiarization strategies; (2) students who learned in unfamiliar learning environments and used familiarization strategies; and (3) students who learned in familiar learning environments. All students learned vocabulary, grammar, sentence patterns and how to write descriptive essays in class. After class, they applied newly learned knowledge by describing people, objects and situations in the real world using mobile devices. The content of students' essays was compared across three groups and the results showed that students in Group 2 and Group 3 had better creativity scores than students in Group 1. The results indicated that students' creativity is affected by their familiarity with the environment. Therefore, it is suggested that student familiarization with learning sites needs to be considered when designing learning activities in the real world. Educators should provide familiarization strategies to students when learning in unfamiliar learning environments. 

Improving students’ creativity in familiar versus unfamiliar mobile-assisted language learning environments

Stress and emotions during experiments in biology classes : Does the work setting matter?

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Stress and emotions during experiments in biology classes : Does the work setting matter?