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

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          Abstract

          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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          Most cited references113

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          Ecological Momentary Assessment

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            The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice

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                Author and article information

                Contributors
                Role: Monitoring Editor
                Journal
                CBE Life Sci Educ
                CBE Life Sci Educ
                CBE-LSE
                lse
                CBE Life Sciences Education
                American Society for Cell Biology
                1931-7913
                Summer 2022
                : 21
                : 2
                Affiliations
                []Department of Ecology and Evolutionary Biology, University of Colorado, Boulder, Boulder, CO 80309
                []Laboratory for Interdisciplinary Statistical Analysis, Department of Applied Mathematics, University of Colorado, Boulder, Boulder, CO 80309
                [§ ]Earth Lab, University of Colorado, Boulder, Boulder, CO 80309
                [ǁ ]Adams 12 Five Star Schools, Thornton, CO 80241
                []Department of Biology, James Madison University, Harrisonburg VA 22807
                Author notes
                *Address correspondence to: Lisa A. Corwin ( lisa.corwin@ 123456colorado.edu ).
                Article
                CBE.21-05-0131
                10.1187/cbe.21-05-0131
                9508904
                35580005
                24283b49-c4d1-4753-a3e6-362d456c31eb
                © 2022 L. A. Corwin et al. CBE—Life Sciences Education © 2022 The American Society for Cell Biology. “ASCB®” and “The American Society for Cell Biology®” are registered trademarks of The American Society for Cell Biology.

                This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 4.0 Unported Creative Commons License.

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                Education
                Education

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