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Mentoring Barriers, Expected Outcomes, and Practices in Scientific Communication: Scale Development and Validation.

Cheryl B Anderson1, Shine Chang1, Hwa Young Lee1

  • 1Cheryl B. Anderson, Shine Chang, Hwa Young Lee, University of Texas MD Anderson Cancer Center, Cancer Prevention Training Program, Division of Cancer Prevention, Houston TX; Constance D. Baldwin, University of Rochester Medical Center, Department of Pediatrics, Rochester NY.

Journal of Career Development
|March 6, 2026
PubMed
Summary
This summary is machine-generated.

New scales measuring scientific communication (SciComm) mentoring barriers and outcomes were developed. Findings support using social cognitive career theory (SCCT) to improve mentor training and trainee success in research careers.

Keywords:
measurementmentoringpath analysisscientific communicationsocial cognitive career theory

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Area of Science:

  • Mentoring and scientific communication research.
  • Application of social cognitive career theory (SCCT) in academic settings.

Background:

  • Effective mentoring is crucial for trainee success in science and medicine.
  • Guidance in scientific communication (SciComm) is a key, yet often under-addressed, mentoring aspect.
  • Existing measures may not fully capture the nuances of SciComm mentoring.

Purpose of the Study:

  • To develop and validate new scales measuring mentoring barriers, outcome expectations, and practices in SciComm.
  • To examine the psychometric properties of these scales based on Social Cognitive Career Theory (SCCT).
  • To explore the relationships between mentoring barriers, outcome expectations, and mentoring practices in SciComm.

Main Methods:

  • Faculty research mentors (N=194) completed online questionnaires.
  • Measures assessed perceptions of SciComm mentoring barriers, outcome expectations, and practice behaviors.
  • Exploratory and confirmatory factor analyses were used to validate the scales.

Main Results:

  • A 3-factor measure of barriers, a 1-factor measure of expected outcomes, and a 5-factor measure of practices were supported.
  • A path model demonstrated that contextual barriers influenced outcome expectations and mentoring practices.
  • The developed scales showed good psychometric properties.

Conclusions:

  • Findings support the application of SCCT to mentoring, particularly in SciComm.
  • The study clarifies how contextual barriers relate to outcome expectations and mentoring practices.
  • These findings can inform the development of interventions to address SciComm barriers and enhance mentoring.