促进STEM实习生研究的自我效能:一个导师培训干预措施
Amanda R Butz1, Angela Byars-Winston2, Patrice Leverett3
1Department of Kinesiology, School of Education University of Wisconsin - Madison, Madison, WI 53706.
UI journal
|July 10, 2023
概括
这项研究开发了一个基于社会认知职业理论 (SCCT) 的导师培训计划,以提高STEM学生的研究自我效能. 导师报告了高度的满意度和技能增长,这表明了培训.
科学领域:
- 在STEM教育方面.
- 科学心理学科学心理学
背景情况:
- 自我有效性的信念对于STEM学生的职业选择和坚持至关重要.
- 现有的导师培训往往缺乏理论依据来支持学员研究的自我有效性.
- 社会认知职业理论 (SCCT) 提供了一个理解职业发展和有效性的框架.
研究的目的:
- 开发和评估基于SCCT的导师培训干预措施.
- 为STEM导师提供策略,以培养实习生对研究的自我效能.
- 将自我效能理论转化为实际的指导技术.
主要方法:
- 使用SCCT原则设计了一个导师培训干预.
- 从166名参与的导师和7名辅导员那里收集了评估数据.
- 干预的重点是自我效能研究在指导中的实际应用.
主要成果:
- 导师们表示对培训干预的满意度很高.
- 参与者在技能方面取得了显著的回顾性收益,以促进研究的自我有效性.
- 导师表示,在培训后,他们计划改变他们的导师实践.
结论:
- 基于SCCT的导师培训有效地提高了导师支持学员研究自我有效性的能力.
- 这种干预对于具有不同背景的促进者来说是可行的.
- 该培训显示了改善STEM指导和支持学生坚持不的承诺.
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