Seeing isn't believing? Mixed effects of a perspective-getting intervention to improve mentoring relationships for...

Science doctoral students can experience negative interactions with faculty mentors and internalize these experiences, potentially leading to self-blame and undermining their research self-efficacy. Helping students perceive these interactions adaptively may protect their research self-efficacy and maintain functional mentoring relationships. We conducted a pre-registered, longitudinal field experiment of a novel perspective-getting intervention combined with attribution retraining to help students avoid self-blame and preserve research self-efficacy. Science doctoral students ( n = 155) were randomly assigned to read about mentor perspectives on negative interactions (i.e., Perspective-getting Condition) or about mentoring with no mentor perspective (i.e., control condition). Contrary to our hypotheses, we found no main effects of the intervention on students' self-blame or research self-efficacy. However, for students with lower pre-intervention mentorship relationship satisfaction, the intervention preserved research self-efficacy six months later. This study provides evidence that perspective getting may be protective for students who are most in need of relationship intervention.

Effective mentoring relationships are fundamental for promoting the success of doctoral students in science, yet not all mentoring relationships are high quality. This study assessed the effectiveness of a brief perspective-getting intervention (where students are given the perspective of what it is like to be a research mentor) that aimed to protect science doctoral students from blaming themselves for negative interactions with faculty mentors and maintain their research self-efficacy. Results showed that on average across all students, the intervention did not affect students' self-blame for negative interactions or their research self-efficacy. However, the intervention did help students with less satisfying mentoring relationships maintain their self-efficacy. Thus, perspective-getting shows some promise for protecting science doctoral students from harm that can be caused by negative interactions with faculty mentors.