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1. Students’ Emotions, Perceived Coping, and Outcomes in Response to Research-Based Challenges and Failures in Two Sequential CUREs

   https://doi.org/10.1187/cbe.21-05-0131  

   Corwin, Lisa A. ; Ramsey, Michael E. ; Vance, Eric A. ; Woolner, Elizabeth ; Maiden, Stevie ; Gustafson, Nina ; Harsh, Joseph A. ( June 2022 , CBE—Life Sciences Education)

   Shortlidge, Erin (Ed.)

   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. 

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2. FAIL Is Not a Four-Letter Word: A Theoretical Framework for Exploring Undergraduate Students’ Approaches to Academic Challenge and Responses to Failure in STEM Learning Environments

   https://doi.org/10.1187/cbe.18-06-0108  

   Henry, Meredith A. ; Shorter, Shayla ; Charkoudian, Louise ; Heemstra, Jennifer M. ; Corwin, Lisa A. ; Gardner, Stephanie ( March 2019 , CBE—Life Sciences Education)

   Navigating scientific challenges, persevering through difficulties, and coping with failure are considered hallmarks of a successful scientist. However, relatively few studies investigate how undergraduate science, technology, engineering, and mathematics (STEM) students develop these skills and dispositions or how instructors can facilitate this development in undergraduate STEM learning contexts. This is a critical gap, because the unique cultures and practices found in STEM classrooms are likely to influence how students approach challenges and deal with failures, both during their STEM education and in the years that follow. To guide research aimed at understanding how STEM students develop a challenge-engaging disposition and the ability to adaptively cope with failure, we generate a model representing hypotheses of how students might approach challenges and respond to failures in undergraduate STEM learning contexts. We draw from theory and studies investigating mindset, goal orientations, attributions, fear of failure, and coping to inform our model. We offer this model as a tool for the community to test, revise, elaborate, or refute. Finally, we urge researchers and educators to consider the development, implementation, and rigorous testing of interventions aimed at helping students develop a persevering and challenge-engaging disposition within STEM contexts. 

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3. Engineering Students Coping With COVID-19: Yoga, Meditation, and Mental Health

   Beddoes, Kacey ; Danowitz, Andrew ( June 2021 , 2021 ASEE Virtual Annual Conference Content Access)

   In 2020, we conducted a nationwide online survey of undergraduate engineering students in the United States to examine how the novel coronavirus pandemic was affecting engineering students’ mental health and what strategies they were using to cope with mental health challenges. The survey was a compilation of validated mental health instruments that screen for depression, anxiety, somatoform disorders, eating disorders, non-specific psychological distress, and post-traumatic stress disorder. Given that prior research has shown that yoga and meditation can help people suffering from anxiety, depression, and post-traumatic stress disorder, we were interested in exploring the subset of respondents who said that they were using yoga and/or meditation to cope with mental health challenges during the pandemic. The research questions addressed in this paper are: 1) What are the demographic characteristics of students who used yoga and/or meditation to cope with mental health challenges of the 2020 novel coronavirus pandemic? and 2) Does the mental health of the students who used these strategies differ in any from the mental health of students who did not use yoga and meditation coping strategies? Based on 669 responses from students at 140 different universities, we found that there were 20 survey items for which the yoga/meditation group fared statistically significantly differently than the non-yoga/meditation group. These 20 items appeared in the screens for depression, anxiety, somatoform disorders, eating disorders, non-specific psychological distress, and post-traumatic stress disorder. For example, yoga and meditation practitioners were significantly less likely to have experienced feelings of hopelessness during the prior 30 days, as well as to have experienced feelings of being so depressed that nothing could cheer them up. A causative relationship cannot be claimed, but the correlations we found align with prior research showing that yoga and meditation can support many aspects of mental health. 

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4. Recognizing the funds of knowledge of first‐generation college students in engineering: An instrument development

   https://doi.org/10.1002/jee.20410  

   Verdín, Dina ; Smith, Jessica M. ; Lucena, Juan C. ( July 2021 , Journal of Engineering Education)

   Students who are the first in their families to attend college are an integral part of undergraduate engineering programs. Growing bodies of research argue that educators could better support these students if they understood the unique backgrounds, experiences, and knowledge they bring with them to higher education.

   The purpose of this article is twofold. First, we identify salient funds of knowledge used by a group of first‐generation college students in their educational and work‐related experiences. Secondly, we use the funds of knowledge identified in our participants' experiences to create a survey instrument.

   A mixed methods approach was used. Ethnographic interview data of six first‐generation college students were used to hypothesize constructs and create survey items. Survey data were collected from 812 students. Exploratory and confirmatory factor analyses were used to verify the underlying theoretical structures among the survey items and hypothesized constructs.

   Validity evidence supported a 10‐factor model as opposed to the hypothesized 6‐factor model. The 10 latent constructs that make up the funds of knowledge instrument are as follows: tinkering knowledge from home, tinkering knowledge from work, connecting experiences, networks from family members, networks from college friends, networks from coworkers, networks from neighborhood friends, perspective taking, reading people, and mediating ability.

   Recognizing first‐generation college students' funds of knowledge is a first step to creating curricular spaces and experiences that better serve them. A survey scale allows educators to empirically examine how these accumulated bodies of knowledge are transmitted to capital, create advantages in engineering, and provides a useful tool to bridge students' knowledge in the classroom.

    

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5. Coping with COVID: Use, factor structure, and health behavior implications of specific emotion regulation strategies during the coronavirus pandemic

   https://doi.org/10.1111/spc3.12812  

   Langley, Erika B. ; Vornlocher, Carley ; Manapat, Patrick D. ; Shiota, Michelle N. ( July 2023 , Social and Personality Psychology Compass)

   This series of studies examined U.S. individuals' use of specific emotion regulation/coping strategies during the early months of the COVID‐19 pandemic, investigated the factor structure among strategies during this universally experienced stressor, and the extent to which these factors predicted engagement in COVID‐related health‐promoting behaviors. In Study 1, participants (N = 520) rated their use of 17 strategies for coping with pandemic‐related stress during the past 24 h. Differences emerged in strategy use across demographic groups (age, race, income). Results of exploratory factor analysis suggest a factor structure grouping strategies in terms of goals beyond emotion regulation per se, rather than phases of the emotion process or a binary adaptive versus maladaptive distinction. In Study 2 (N = 264), participants reported daily on their coping strategy use and weekly on their engagement in COVID‐specific health behaviors for 22 days. Results of confirmatory factor analysis replicate the factor structure found in Study 1. Some significant associations of coping strategy use with health‐promoting behaviors were observed, but these were sporadic and largely involved baseline measures rather than predicting change over time. Theoretical and practical implications are discussed.

    

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