导师障碍,预期结果和科学传播中的实践:规模开发和验证
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.
开发了测量科学传播 (SciComm) 辅导障碍和成果的新尺度. 研究结果支持使用社会认知职业理论 (SCCT) 来改善导师培训和学员在研究职业生涯中的成功.
科学领域:
- 导师和科学传播研究.
- 在学术环境中应用社会认知职业理论 (SCCT).
背景情况:
- 有效的指导对于学员在科学和医学方面的成功至关重要.
- 科学沟通指导 (SciComm) 是一个关键的,但经常被忽视的指导方面.
- 现有的措施可能无法完全捕捉SciComm指导的细微差别.
研究的目的:
- 开发和验证新的衡量指导障碍,结果预期和SciComm中的实践的尺度.
- 根据社会认知职业理论 (SCCT) 检查这些尺度的心理特征.
- 在SciComm.中探索指导障碍,结果预期和指导实践之间的关系.
主要方法:
- 教师研究导师 (N=194) 填写了在线问卷.
- 这些措施评估了对SciComm指导障碍,结果预期和实践行为的看法.
- 探索性和确认性因子分析被用于验证尺度.
主要成果:
- 支持了对障碍的3个因素衡量,1个预期结果的1个因素衡量和对做法的5个因素衡量.
- 一个路径模型表明,情境障碍影响了结果预期和指导实践.
- 开发的尺度显示出良好的心理测量特性.
结论:
- 研究结果支持将SCCT应用于指导,特别是在SciComm.
- 该研究阐明了情境障碍如何与结果预期和指导实践有关.
- 这些发现可以为开发干预措施提供信息,以解决SciComm障碍并加强指导.
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