影响生物学研究生教学助理教学和研究焦虑的因素:对专业发展的影响
Miranda M Chen Musgrove1, Kate Petrie2, Alyssa Cooley2
1Goshen Consulting, Edwardsville, Illinois, USA.
Journal of microbiology & biology education
|June 23, 2025
概括
研究生教学助理 (GTA) 经历了与教学和研究角色相关的焦虑. 关键因素包括对负面评价的恐惧,自我效率低,以及工作生活压力,影响心理健康.
科学领域:
- 高等教育 高等教育
- 在STEM教育方面.
- 研究生心理健康研究生心理健康
背景情况:
- 研究生面临着越来越多的焦虑,影响心理健康和课程完成.
- 了解与教学和研究相关的具体焦虑对于研究生福祉至关重要.
- 生物学研究生教学助理 (GTAs) 作为教育工作者和研究人员的双重角色,面临着独特的压力.
研究的目的:
- 探索导致生物学GTA焦虑的因素,特别是与他们的教学和研究职责有关.
- 为了确定与教学相比与GTAs的研究角色相关的焦虑的独特来源.
主要方法:
- 定性研究涉及采访23个生物GTAs在东南研究密集型大学.
- 对面试成绩单进行主题分析,以确定与焦虑有关的反复出现的主题.
- 专注于来自教学和研究角色的焦虑.
主要成果:
- 出现了五个关键因素:害怕负面评价,害怕让别人失望,自我效率低,研究教学紧张,以及工作/生活压力.
- 与研究焦虑有关的低自我有效性更频繁地被引用.
- 在讨论教学焦虑时,害怕让别人失望的恐惧更为突出.
结论:
- 在GTA中,焦虑是多方面的,受特定角色相关压力的影响.
- 干预措施应解决与教学 (例如,人际恐惧) 和研究 (例如,自我效能) 相关的不同焦虑.
- 调查结果可以为STEM研究生提供有针对性的专业发展和心理健康支持.
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