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This study developed a mentor training program based on social cognitive career theory (SCCT) to enhance research self-efficacy in STEM students. Mentors reported high satisfaction and skill gains, indicating the training

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Area of Science:

  • STEM Education
  • Psychology of Science

Background:

  • Self-efficacy beliefs are crucial for STEM students' career choices and persistence.
  • Existing mentor training often lacks theoretical grounding in supporting trainee research self-efficacy.
  • Social Cognitive Career Theory (SCCT) provides a framework for understanding career development and efficacy.

Purpose of the Study:

  • To develop and evaluate a mentor training intervention based on SCCT.
  • To equip STEM mentors with strategies to foster research self-efficacy in trainees.
  • To translate self-efficacy theory into practical mentoring techniques.

Main Methods:

  • A mentor training intervention was designed using SCCT principles.
  • Evaluation data were collected from 166 participating mentors and 7 facilitators.
  • The intervention focused on practical application of self-efficacy research in mentoring.

Main Results:

  • Mentors reported high satisfaction with the training intervention.
  • Participants demonstrated significant retrospective gains in skills for promoting research self-efficacy.
  • Mentors indicated planned changes in their mentoring practices post-training.

Conclusions:

  • The SCCT-based mentor training is effective in enhancing mentors' ability to support trainee research self-efficacy.
  • The intervention is feasible for facilitators with diverse backgrounds.
  • The training shows promise for improving mentoring in STEM and supporting student persistence.