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

Miranda M. Chen Musgrove | Zendy; Alyssa Cooley | Zendy; Olivia Feiten | Zendy; Kate Petrie | Zendy; Elisabeth E. Schussler | Zendy

Open Access

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

Author(s) -

Miranda M. Chen Musgrove,

Alyssa Cooley,

Olivia Feiten,

Kate Petrie,

Elisabeth E. Schussler

Publication year - 2021

Publication title -

cbe—life sciences education

Language(s) - English

Resource type - Journals

ISSN - 1931-7913

DOI - 10.1187/cbe.20-08-0175

Subject(s) - coping (psychology) , stressor , graduate students , psychology , anxiety , population , clinical psychology , medical education , pedagogy , medicine , psychiatry , environmental health

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.

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