To Cope or Not to Cope? Characterizing Biology Graduate Teaching Assistant (GTA) Coping with Teaching and Research Anxieties-Reference-Cited by-同舟云学术

To Cope or Not to Cope? Characterizing Biology Graduate Teaching Assistant (GTA) Coping with Teaching and Research Anxieties

Published:2021-12 Issue:4 Volume:20 Page:
ISSN:1931-7913
Container-title:CBE—Life Sciences Education
language:en
Short-container-title:LSE

Author:

Musgrove Miranda M. Chen¹,Cooley Alyssa²,Feiten Olivia³,Petrie Kate²,Schussler Elisabeth E.³

Affiliation:

1. Department of Ecology and Evolutionary Biology, University of Colorado Boulder, Boulder, CO 80309

2. Department Psychology, University of Tennessee, Knoxville, TN 37996

3. Department of Ecology and Evolutionary Biology, University of Tennessee, Knoxville, TN 37996

Abstract

Biology graduate teaching assistants (GTAs) often used adaptive coping strategies to manage teaching and research anxieties. Notably, GTAs tended to use strategies such as support seeking, self-reliance, accommodation, and distraction more often to manage research anxieties compared with teaching anxieties. Over time, GTAs narrowed their adaptive coping to certain strategies.

Publisher

American Society for Cell Biology (ASCB)

Subject

General Biochemistry, Genetics and Molecular Biology,Education

Reference90 articles.

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