A motivation perspective on faculty mentoring: the notion of “non-intrusive” mentoring practices in science and engineering
A motivation perspective on faculty mentoring: the notion of “non-intrusive” mentoring practices in science and engineering
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教师指导的动机视角：科学与工程领域“非侵入式”指导实践的概念
DOI：
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
Vicente M. Lechuga
中科院分区：
文献类型：
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作者：
Vicente M. Lechuga
学者们为指导教师提供了许多方法和最佳实践，其中许多为指导过程的复杂性提供了宝贵的见解。然而，很少有人注意到教师指导的做法如何影响学员的内在动机。通过对来自数学、工程和生命科学的15名教师的一系列访谈，结合自我决定理论的使用，作者展示了学科背景如何影响他们对自主性、能力和连通性的需求，从而影响他们从事学术工作的内在动机。作者强调了三个主题，谈到“非侵入性”的指导实践，可以帮助培养和维持动机的概念，并认为，未来的研究是必要的，以阐明如何学科文化的影响指导。
Scholars have offered numerous approaches and best practices for mentoring faculty, many of which have provided valuable insight into the complex nature of the mentoring process. Yet, little attention has been paid to how faculty mentoring practices can influence a mentee’s intrinsic motivation. Through a series of 15 interviews with faculty members from mathematics, engineering, and life science, coupled with the use of self-determination theory, the author demonstrates how disciplinary backgrounds influence their needs for autonomy, competency, and connectedness, which effects their intrinsic motivation to engage in scholarly work. The author highlights three themes that speak to the notion of “non-intrusive” mentoring practices that can help foster and sustain motivation, and argues that future research is needed to shed more light on how disciplinary cultures influence mentoring.