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Active Learning, Anxious Minds: A Replication Study Examining Anxiety from Active Learning Practices

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Title: Active Learning, Anxious Minds: A Replication Study Examining Anxiety from Active Learning Practices
Language: English
Authors: Vanessa Rodriguez Barrera (ORCID 0009-0000-1121-4336), Laura P. Naumann (ORCID 0000-0001-5134-0265), Peter J. Martini (ORCID 0000-0002-9357-2205), Fernando Hernandez-Ayala, Getsy P. Espinoza Quezada, Fuatino T. Aimaasu, Fe Hollis
Source: Teaching of Psychology. 2026 53(3):219-225.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 7
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Active Learning, Anxiety, Undergraduate Students, Psychology, First Generation College Students, Predictor Variables
DOI: 10.1177/00986283251352451
ISSN: 0098-6283
1532-8023
Abstract: Background: Active learning has been widely used as a tool to improve student outcomes; however, recent work suggests that this practice may not be the most inclusive. Objective: We conducted a replication of Hood et al. (2021) examining ratings of anxiety toward active learning practices and extended this work by evaluating the factor structure and assessing relevant individual difference measures (e.g., fear of negative evaluation) that may predict anxiety from active learning (e.g., dyadic/group work). Method: Psychology undergraduates at a 4-year regional comprehensive university rated the anxiety they experienced in common classroom techniques and completed scales for academic self-efficacy, social phobia, and fear of negative evaluation. Results: Consistent with prior research, the highest levels of anxiety were for publicly evaluated activities and the lowest from individual work. Women and first-generation students reported the most anxiety in publicly assessed activities. Fear of negative evaluation and social phobia were the strongest predictors of anxiety in publicly evaluated contexts. Conclusion: Although active learning can promote engagement among students, course content, and the instructor, evaluative components may increase anxiety for some students, potentially affecting their participation and success. Teaching Implications: Psychology instructors should consider strategies that reduce public evaluative pressure to create more supportive active learning environments.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1505550
Database: ERIC
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  Data: Active Learning, Anxious Minds: A Replication Study Examining Anxiety from Active Learning Practices
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  Data: <searchLink fieldCode="AR" term="%22Vanessa+Rodriguez+Barrera%22">Vanessa Rodriguez Barrera</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-1121-4336">0009-0000-1121-4336</externalLink>)<br /><searchLink fieldCode="AR" term="%22Laura+P%2E+Naumann%22">Laura P. Naumann</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5134-0265">0000-0001-5134-0265</externalLink>)<br /><searchLink fieldCode="AR" term="%22Peter+J%2E+Martini%22">Peter J. Martini</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9357-2205">0000-0002-9357-2205</externalLink>)<br /><searchLink fieldCode="AR" term="%22Fernando+Hernandez-Ayala%22">Fernando Hernandez-Ayala</searchLink><br /><searchLink fieldCode="AR" term="%22Getsy+P%2E+Espinoza+Quezada%22">Getsy P. Espinoza Quezada</searchLink><br /><searchLink fieldCode="AR" term="%22Fuatino+T%2E+Aimaasu%22">Fuatino T. Aimaasu</searchLink><br /><searchLink fieldCode="AR" term="%22Fe+Hollis%22">Fe Hollis</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Teaching+of+Psychology%22"><i>Teaching of Psychology</i></searchLink>. 2026 53(3):219-225.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: <searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology%22">Psychology</searchLink><br /><searchLink fieldCode="DE" term="%22First+Generation+College+Students%22">First Generation College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink>
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  Data: 10.1177/00986283251352451
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  Data: Background: Active learning has been widely used as a tool to improve student outcomes; however, recent work suggests that this practice may not be the most inclusive. Objective: We conducted a replication of Hood et al. (2021) examining ratings of anxiety toward active learning practices and extended this work by evaluating the factor structure and assessing relevant individual difference measures (e.g., fear of negative evaluation) that may predict anxiety from active learning (e.g., dyadic/group work). Method: Psychology undergraduates at a 4-year regional comprehensive university rated the anxiety they experienced in common classroom techniques and completed scales for academic self-efficacy, social phobia, and fear of negative evaluation. Results: Consistent with prior research, the highest levels of anxiety were for publicly evaluated activities and the lowest from individual work. Women and first-generation students reported the most anxiety in publicly assessed activities. Fear of negative evaluation and social phobia were the strongest predictors of anxiety in publicly evaluated contexts. Conclusion: Although active learning can promote engagement among students, course content, and the instructor, evaluative components may increase anxiety for some students, potentially affecting their participation and success. Teaching Implications: Psychology instructors should consider strategies that reduce public evaluative pressure to create more supportive active learning environments.
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