看到不是相信吗? 获得视角干预的混合效应,以改善科学博士生指导关系
bioRxiv : the preprint server for biology
|November 18, 2024
概括
一项新的干预措施有助于与导师关系不佳的科学博士生保持研究的自我有效性. 这种获得视角的方法有望保护学生免受与教师导师的负面互动.
科学领域:
- 在STEM领域的博士教育.
- 科学研究中的指导动态.
- 学生的心理福祉和学术成功.
背景情况:
- 与教师导师的负面互动可能会损害科学博士生自责和研究自我效能.
- 有效的指导对于博士生成功至关重要,但关系质量各不相同.
- 需要适应性应对策略来减轻不利导师经历的影响.
研究的目的:
- 评估一种新的视角获取干预,结合对科学博士生进行归因再培训.
- 确定干预措施是否可以减少自我责怪,并在负面导师互动后保持研究自我有效性.
- 调查干预的有效性,特别是对于学生的辅导关系满意度较低的学生.
主要方法:
- 一个纵向的实地实验与155科学博士生.
- 随机分配到一个获得前景的干预组或对照组.
- 在多个时间点评估自我责怪和研究自我有效性.
主要成果:
- 干预并没有显著地影响所有学生的整体自我责怪或研究自我有效性.
- 然而,对于报告初始指导关系满意度较低的学生来说,干预措施在六个月后续观察时保留了研究的自我有效性.
- 这表明,对于那些经历了最具挑战性的导师关系的学生来说,这具有保护作用.
结论:
- 获得视角的干预措施显示出保护弱势科学博士生的潜力.
- 这种干预对那些在辅导关系中扎的学生来说可能特别有益.
- 需要进一步的研究来完善和实施在博士学位科学课程中这种支持策略.
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