Schmid College of Science and Technology, Chapman University, Orange, CA 92866.
CBE Life Sci Educ. 2021 Mar;20(1):es1. doi: 10.1187/cbe.20-08-0189.
While student stress and anxiety are frequently cited as having negative effects on students' academic performance, the role that instructors can play in mitigating these challenges is often underappreciated. We provide summaries of different evidence-based strategies, ranging from changes in instructional strategies to specific classroom interventions, that instructors may employ to address and ameliorate student stress and anxiety. While we focus on students in science, technology, engineering, and mathematics, the strategies we delineate may be more broadly applicable. We begin by highlighting ways in which instructors can learn about and prepare to act to alleviate stress and anxiety. We then discuss how to better connect with students and build an inclusive, equitable, and empowering classroom environment. When coupled with strategies to change student evaluation and assessment, these approaches may collectively reduce student stress and anxiety, as well as improve student performance. We then discuss the roles that instructors may play in empowering students with skills that improve their time management, studying, and approach toward learning, with an eye toward ensuring their success across all their academic endeavors. We conclude by noting areas in which further research is needed to determine best practices for alleviating student stress and anxiety.
虽然学生的压力和焦虑经常被认为对学生的学业成绩有负面影响，但教师在减轻这些挑战方面的作用往往被低估了。我们提供了不同循证策略的摘要，这些策略的范围从教学策略的改变到具体的课堂干预，可以帮助教师应对和缓解学生的压力和焦虑。虽然我们专注于科学、技术、工程和数学领域的学生，但我们所描述的策略可能具有更广泛的适用性。我们首先强调教师可以通过哪些方式了解并准备减轻压力和焦虑。然后，我们讨论了如何更好地与学生建立联系，并建立一个包容、公平和赋权的课堂环境。当与改变学生评价和评估的策略相结合时，这些方法可能会共同减少学生的压力和焦虑，并提高学生的表现。然后，我们讨论了教师在赋予学生提高时间管理、学习和学习方法的技能方面可能发挥的作用，着眼于确保他们在所有学术努力中取得成功。最后，我们注意到需要进一步研究确定缓解学生压力和焦虑的最佳实践的领域。
