Student Integration into STEM Careers and Culture: A Longitudinal Examination of Summer Faculty Mentors and Project Ownership.
Student Integration into STEM Careers and Culture: A Longitudinal Examination of Summer Faculty Mentors and Project Ownership.
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DOI：
10.1187/cbe.18-02-0022
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发表时间：
2018-09
期刊：
影响因子：
--
通讯作者：
Shook NJ
中科院分区：
文献类型：
--
作者：
Hernandez PR;Hopkins PD;Masters K;Holland L;Mei BM;Richards-Babb M;Quedado K;Shook NJ
人们普遍认为，美国需要吸引和留住更多从事科学、技术、工程和数学（STEM）职业的人才。强化本科研究经历（UREs）是少数几个被证明可以提高学生对stem相关职业道路的兴趣和坚持的策略之一；然而，人们对将活动与积极结果联系起来的潜在过程知之甚少。社会影响三方整合模型（TIMSI）为理解学生融入STEM职业和文化的社会影响过程提供了一个框架。本研究采用纵向设计和潜在增长曲线模型来检验和预测在暑期高强度学习过程中科研职业持续意向的发展。潜在增长曲线分析表明，学生的坚持意愿在夏季期间下降并反弹。此外，导师角色塑造对成长轨迹的正向影响是通过科学社区价值观的内化来中介的。此外，研究发现，项目所有权可以缓冲学生持续意愿下降和反弹的典型趋势。TIMSI框架阐明了将UREs与学生融入STEM职业和文化联系起来的背景特征和潜在心理过程。
It is widely recognized that the United States needs to attract and retain more people in science, technology, engineering, and mathematics (STEM) careers. Intensive undergraduate research experiences (UREs) are one of the few strategies shown to improve longitudinal student interest and persistence in STEM-related career pathways; however, less is known about the underlying process linking activities to positive outcomes. The tripartite integration model of social influences (TIMSI) provides a framework for understanding the social influence processes by which students integrate into STEM careers and culture. The current study used a longitudinal design and latent growth curve modeling to examine and predict the development of scientific research career persistence intentions over the course of an intensive summer URE. The latent growth curve analysis showed that student persistence intentions declined and rebounded over the course of the summer. Furthermore, the positive impact of faculty mentor role modeling on growth trajectories was mediated through internalization of science community values. In addition, project ownership was found to buffer students from the typical trend of declining and rebounding persistence intentions. The TIMSI framework illuminates the contextual features and underlying psychological processes that link UREs to student integration into STEM careers and culture.
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DOI：
10.1187/cbe.16-01-0038
发表时间：
2016
期刊：
CBE life sciences education
影响因子：
--
作者：
Estrada M;Burnett M;Campbell AG;Campbell PB;Denetclaw WF;Gutiérrez CG;Hurtado S;John GH;Matsui J;McGee R;Okpodu CM;Robinson TJ;Summers MF;Werner-Washburne M;Zavala M
通讯作者：
Zavala M
影响因子：
2.5
作者：
Clark, Emily K.;Fuesting, Melissa A.;Diekman, Amanda B.
通讯作者：
Diekman, Amanda B.
影响因子：
4.4
作者：
Fuchs J;Kouyate A;Kroboth L;McFarland W
通讯作者：
McFarland W
影响因子：
3.9
作者：
Chemers, Martin M.;Zurbriggen, Eileen L.;Bearman, Steve
通讯作者：
Bearman, Steve
影响因子：
22.4
作者：
CRONBACH, LJ
通讯作者：
CRONBACH, LJ