Does adviser mentoring add value? A longitudinal study of mentoring and doctoral student outcomes
Does adviser mentoring add value? A longitudinal study of mentoring and doctoral student outcomes
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DOI：
10.1007/s11162-005-9003-2
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发表时间：
2006-06-01
影响因子：
2.1
通讯作者：
Bauer, Talya N.
中科院分区：
文献类型：
--
作者：
Paglis, Laura L.;Green, Stephen G.;Bauer, Talya N.
这项关于博士导师指导对学生结果的影响的研究是针对先前的研究而进行的，该研究发现：(A)具有更大潜力的学生得到了更多的顾问指导，并且(B)指导对重要的学生结果没有显著的贡献，包括研究效率[Green，S.G.，and Bauer，T.N.(1995)]。人事心理学48(3)：537-561]。在这项历时5年半的纵向研究中，我们评估了导师对攻读硬科学的博士生的研究效率、职业承诺和自我效能感的影响，同时控制了项目开始时的能力和态度指标。研究发现，辅导对随后的生产力和自我效能感有积极的好处。指导与对研究事业的承诺没有明显的联系。
This study of the impact of doctoral adviser mentoring on student outcomes was undertaken in response to earlier research that found (a) students with greater incoming potential received more adviser mentoring, and (b) adviser mentoring did not significantly contribute to important student outcomes, including research productivity [ Green, S. G., and Bauer, T. N. (1995). Personnel Psychology 48(3): 537-561]. In this longitudinal study spanning 5 1/2 years, the effect of mentorship on the research productivity, career commitment, and self-efficacy of Ph.D. students in the 'hard' sciences was assessed, while controlling for indicators of ability and attitudes at program entry. Positive benefits of mentoring were found for subsequent productivity and self-efficacy. Mentoring was not significantly associated with commitment to a research career.