Decreasing neuroscience anxiety in an introductory neuroscience course: An analysis using data from a modified science anxiety scale

Melissa A Birkett Greene, Kerisa Shelton

Research output: Contribution to journalArticle

5 Scopus citations

Abstract

To determine whether participation in a neuroscience course reduced neuroscience anxiety, a modified version of the Science Anxiety Scale was administered to students at the beginning and end of an introductory course. Neuroscience anxiety scores were significantly reduced at the end of the course and correlated with higher final grades. Reduced neuroscience anxiety did not correlate with reduced science anxiety, suggesting that neuroscience anxiety is a distinct subtype of anxiety.

Original languageEnglish (US)
JournalJournal of Undergraduate Neuroscience Education
Volume10
Issue number1
StatePublished - 2011

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Keywords

  • Introductory neuroscience
  • Neuroscience anxiety
  • Teaching

ASJC Scopus subject areas

  • Education
  • Neuroscience(all)

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