在本科研究调查中培养导师的发展
Lisa B Limeri1, Nathan T Carter2, Riley A Hess3
1Department of Biological Sciences, Texas Tech University, Lubbock, TX 79409.
CBE life sciences education
|May 21, 2024
概括
本科研究调查中的指导 (MURS) 测量了科学学生的支持性和破坏性指导. 负面的指导经验与减少科学融合和对研究价值的信念减少有关.
科学领域:
- 心理学 心理学 心理学
- 教育教育教育教育教育教育.
- 在STEM研究中,研究的重点是STEM.
背景情况:
- 有效的指导对于本科科学研究人员的发展至关重要.
- 现有的措施可能无法捕捉到包括负面经验在内的全方位导师经验.
研究的目的:
- 开发和验证本科研究调查中的指导 (MURS).
- 评估指导经验的范围,区分支持和破坏形式.
主要方法:
- 通过定性研究,认知面试和专家分类来开发项目.
- 在国家数据集上使用因子分析进行内部结构评估.
- 通过将MURS反应与相关变量相关联来检查构造有效性.
主要成果:
- 确定了七种较低级别的指导形式:滥用监督,可访问性,技术支持,心理社会支持,人际不匹配,性骚扰和不公平待遇.
- 这些与两个更高层次的因素相关:支持性和破坏性导师经验.
- 报告支持性较低,破坏性较高的导师资格的本科生显示,科学融合程度较低,研究价值较低.
结论:
- MURS有效地衡量了各种各样的本科生研究指导经验.
- 研究结果强调了破坏性指导对学生成绩的负面影响.
- MURS可以为干预措施提供信息,以促进积极的指导和减轻负面影响.
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