Literaturnachweis - Detailanzeige
| Autor/inn/en | Busch, Carly A.; Mohammed, Tasneem F.; Nadile, Erika M.; Witt, Madison L.; Vargas, Cindy; Tran, Missy; Wolf, Joseph Gazing; Brister, Danielle; Cooper, Katelyn M. |
|---|---|
| Titel | Costs and Benefits of Undergraduates Revealing Depression to Online Science Instructors |
| Quelle | In: CBE - Life Sciences Education, 22 (2023) 1, Artikel 9 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Depression (Psychology); COVID-19; Pandemics; Undergraduate Students; Self Disclosure (Individuals); Science Education; Social Bias; Online Courses; Science Teachers; Student Characteristics; Severity (of Disability); Teacher Student Relationship; Mental Health; Teacher Behavior; Student Attitudes |
| Abstract | Depression is one of the leading mental health concerns among science undergraduates, and rates of student depression increased during the COVID-19 pandemic. Revealing one's depression in an academic science environment can be helpful, because it can result in increased support from others. However, depression is considered a concealable stigmatized identity, meaning that it can be kept hidden and may carry a stigma. A national pivot to online learning owing to COVID-19 not only increased the need to bolster student mental health, but also presented a novel learning environment. However, it is unclear to what extent students revealed their depression in science courses and why. We surveyed 1179 undergraduates with depression at a research-intensive institution about whether they had revealed their depression to an online college science instructor. Very few undergraduates (5.9%) had revealed their depression to online science instructors; students who identify as LGBTQ+, have lower grade point averages, or experience more severe depression were more likely to reveal their depression to an instructor. Undergraduates reported potential benefits from doing so, including building a connection with the instructor and receiving accommodations. This work provides insight into steps science instructors can take to foster inclusive course environments for students with depression. (As Provided). |
| Anmerkungen | American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: https://www.lifescied.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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