This research focuses on the role of gender in face-to-face instruction and video conferencing instruction on students’ levels of anxiety. This is due, in part, to the fact that gender and anxiety levels of students enrolled in remote video conferencing learning environments has received little attention in either psychological or educational research. A difference in gender as it relates to education is an important focus of research. This is due to the increasing learning opportunities for female students (online in particular). Explored later, further research should investigate various demographics and delivery options for courses.
Andor, T., Gerlach, A. L., & Rist, F. (2008). Superior perception of phasic physiological arousal and the detrimental consequences of the conviction to be aroused on worrying and meta-cognitions in GAD. Journal of Abnormal Psychology, 117, 193-205.
Barbeite, F. G., & Weiss, E. M. (2003). Computer self-efficacy and anxiety scales for an Internet sample: Testing measurement equivalence of existing measures and development of new scales. Computers in Human Behavior, 20, 1-15.
Beck, A. T., Epstein, N., Brown, G., & Steer, R. A. (1988). An inventory for measuring clinical anxiety: Psychometric properties. Journal of Consulting and Clinical Psychology, 56, 893-897.
Bouteyre, E., Maurel, M., & Bernand, J. L. (2007). Daily hassles and depressive symptoms among first year psychology students in France: The role of coping and social support. Stress Health, 23, 93-99.
Fillion, G., Limayem, M., & Bouchard, L. (1999). Videoconferencing in distance education: A study of student perceptions in the lecture context. Innovations in Education and Training International, 36, 302-319. doi:10.1080/1355800990360406
Halsne, A., & Gotta, L. (2002). Online versus traditionally-delivered instruction: A descriptive study of learner characteristics in a community college setting. Online Journal of Distance Learning Administration, 5. URL.
Judge, T. A., & Livingston, B. A. (2008). Is the gap more than gender? A longitudinal analysis of gender, gender role orientation, and earnings. Journal of Applied Psychology, 93, 994-1012.
Martin, A. J. (2010). Should students have a gap year? Motivation and performance factors relevant to time out after completing school. Journal of Educational Psychology, 102, 561-576.
Pekrun, R., Elliot, A. J., & Maier, M. A. (2006). Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of Educational Psychology, 98, 583-597.
Schleicher, D. J., Van Iddekinge, C. H., Morgeson, F. P., & Campion, M. A. (2010). If at first you don’t succeed, try, try again: Understanding race, age, and gender differences in retesting score improvement. Journal of Applied Psychology, 95, 603-617.
Solimeno, A., Mebane, M. E., Tomai, M., & Francescato, D. (2007). The influence of students and teachers characteristics on the efficacy of face-to-face and computer supported collaborative learning. Computers and Education, 51, 109-128.