The Role of Efficacy and Identity in Science Career Commitment Among Underrepresented Minority Students
The Role of Efficacy and Identity in Science Career Commitment Among Underrepresented Minority Students
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DOI：
10.1111/j.1540-4560.2011.01710.x
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发表时间：
2011-01-01
影响因子：
3.9
通讯作者：
Bearman, Steve
中科院分区：
文献类型：
--
作者：
Chemers, Martin M.;Zurbriggen, Eileen L.;Bearman, Steve
一个基于网络的调查的社会成员的促进奇卡诺和美洲原住民在科学测试的模型，提出了科学支持经验对科学事业的承诺的影响将介导的科学自我效能感和身份作为一个科学家。327名本科生和338名研究生和博士后研究员的样本描述了他们的科学支持经验（研究经验，指导和社区参与）;心理变量（科学自我效能感，领导/团队合作自我效能感和作为科学家的身份）;并致力于从事科学研究。结构方程模型分析支持我们的预测。在本科生中，科学（但不是领导力/团队合作）、自我效能和作为科学家的身份完全介导了科学支持体验的影响，并且是承诺的强有力预测因素。研究生/博士后样本的结果显示了非常相似的结果模式，并发现所有三个心理中介，包括领导力/团队合作自我效能，预测承诺。
A web-based survey of members of the Society for the Advancement of Chicanos and Native Americans in Science tested a model that proposed that the effects of science support experiences on commitment to science careers would be mediated by science self-efficacy and identity as a scientist. A sample of 327 undergraduates and 338 graduate students and postdoctoral fellows described their science support experiences (research experience, mentoring, and community involvement); psychological variables (science self-efficacy, leadership/teamwork self-efficacy, and identity as a scientist); and commitment to pursue a career in scientific research. Structural equation model analyses supported our predictions. Among the undergraduates, science (but not leadership/teamwork), self-efficacy, and identity as a scientist fully mediated the effects of science support experiences and were strong predictors of commitment. Results for the graduate/postdoctoral sample revealed a very similar pattern of results, with the added finding that all three psychological mediators, including leadership/teamwork self-efficacy, predicted commitment.