Understanding the Transient Nature of STEM Doctoral Students' Research Self-Efficacy Across Time: Considering the Role of Gender, Race, and First-Generation College Status.
Understanding the Transient Nature of STEM Doctoral Students' Research Self-Efficacy Across Time: Considering the Role of Gender, Race, and First-Generation College Status.
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理解STEM博士生科研自我效能感随时间的瞬时性：考虑性别、种族和第一代大学地位的作用。
DOI：
10.3389/fpsyg.2021.617060
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发表时间：
2021
影响因子：
3.8
通讯作者：
Feldon DF
中科院分区：
文献类型：
--
作者：
Litson K;Blaney JM;Feldon DF
发展研究自我效能是博士生准备的重要组成部分。尽管研究自我效能感的重要性已有记录，但对于博士生研究自我效能感随时间的推移以及来自少数群体的学生的进展却知之甚少。这项研究考察了四年来每个学期研究自我效能感的人内和人与人之间的稳定性，重点关注生物科学博士生 (N = 336)。使用随机截距自回归分析，我们评估了性别、种族少数学生状况和第一代学生状况的稳定性差异。结果显示，不同人口群体和不同时间段的自我效能平均水平相似。然而，随着时间的推移，人与人之间和人内的稳定性存在显着差异，特别是少数族裔和第一代学生的人与人之间的稳定性较高，而人内的稳定性较低。这些发现表明，种族少数学生和第一代学生的研究自我效能报告在每个学期之间不太一致。这样的结果可能表明，非少数族裔和延续一代学生从一个学期到另一个学期的经历通常会强化他们对自己进行研究相关能力的信念，而种族少数族裔或第一代学生的情况并非如此。未来的研究应该检查哪些类型的经历会影响博士研究中的自我效能感发展，以提供有关影响人内稳定性差异的因素的更准确的见解。
Developing research self-efficacy is an important part of doctoral student preparation. Despite the documented importance of research self-efficacy, little is known about the progression of doctoral students’ research self-efficacy over time in general and for students from minoritized groups. This study examined both within- and between-person stability of research self-efficacy from semester to semester over 4 years, focusing on doctoral students in biological sciences (N = 336). Using random intercept autoregressive analyses, we evaluated differences in stability across gender, racially minoritized student status, and first-generation student status. Results showed similar mean levels of self-efficacy across demographic groups and across time. However, there were notable differences in between-person and within-person stability over time, specifically showing higher between-person and lower within-person stability for racially minoritized and first-generation students. These findings indicate that racially minoritized and first-generation students’ research self-efficacy reports were less consistent from semester to semester. Such results may indicate that non-minoritized and continuing-generation students’ experiences from semester to semester typically reinforce their beliefs about their own abilities related to conducting research, while such is not the case for racially minoritized nor first-generation students. Future research should examine what types of experiences impact self-efficacy development across doctoral study to offer more precise insights about factors that influence these differences in within-person stability.
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影响因子：
5.9
作者：
KENNY, DA;ZAUTRA, A
通讯作者：
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影响因子：
3.9
作者：
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通讯作者：
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影响因子：
10.3
作者：
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通讯作者：
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