Promoting Psychological Well-Being and Resilience to Increase Retention in High Achieving STEM Students

该项目将有助于对受过良好教育的科学家，数学家，工程师和技术人员的国家需要，通过支持高成就，低收入学生的保留和毕业，证明经济需要在德克萨斯大学荣誉学院在圣安东尼奥，一个为期四年的西班牙裔服务机构。该项目为期六年，将为27名攻读生物学、化学、计算机科学、数学、物理学和天文学学士学位的全日制学生提供奖学金。一年级学生将获得长达四年的奖学金支持。该项目将通过研究和针对压力和冒名顶替综合征对保持的影响，提高高成就学生的成功率。学生将参加一个支持性计划，这将帮助他们认识到压力对他们生活的影响，发展有效的压力管理和应对技能，确定和解决他们的社会支持需求，并优先考虑自我保健。了解减轻职业成就压力的有效性对于留住STEM领域的高质量学生非常重要。该项目的总体目标是提高低收入，高成就的本科生与证明财政需要完成STEM学位。压力和冒名顶替综合征被认为是生活中的负面因素，但很少有人知道他们的影响有多大，可以保持在高成就的大学生，特别是在学生代表性不足的群体谁可能会受到更大的负面影响。这个项目将调查是否一个程序，以提高认识的压力和培训，以减少压力可以显着提高保留和毕业率。该项目有可能通过将减压技术作为STEM领域学术计划的一部分来增加高素质STEM专业人员的数量。心理适应水平将使用完善的面试工具进行测量，学生的成功将通过以下GPA和毕业率来衡量。年度评估将通过外部公司面试参与者来完成。该项目的成果将通过会议报告和期刊出版物提供。该项目由NSF的科学，技术，工程和数学奖学金计划资助，该计划旨在增加低收入学术人才的数量，这些学生表现出经济需求，并获得STEM领域的学位。它还旨在改善未来STEM工作者的教育，并产生有关低收入学生的学术成功，保留，转移，毕业和学术/职业途径的知识。该项目由NSF的科学、技术、工程和数学奖学金项目资助，旨在增加获得STEM领域学位的低收入学术人才的数量，该项目反映了NSF的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。

This project will contribute to the national need for well-educated scientists, mathematicians, engineers, and technicians by supporting the retention and graduation of high-achieving, low-income students with demonstrated financial need in the Honors College of the University of Texas at San Antonio, a four-year Hispanic-Serving Institution. Over its six- year duration, this project will fund scholarships to 27 uniquefull-time students who are pursuing bachelor’s degrees in Biology, Chemistry, Computer Science, Mathematics and Physics and Astronomy. First-year students will receive up to four years of scholarship support. This project will increase success in high achieving students by studying and targeting the effects that stress and imposter syndrome can have on retention. Students will participate in a supportive program which will help them recognize the impact stress is having in their lives, develop effective stress management and coping skills, identify and address their social support needs and prioritize self-care. Learning about the effectiveness of stress reduction in career achievement will be important inretaining high-quality students in STEM fields. The overall goal of this project is to increase STEM degree completion of low-income, high-achieving undergraduates with demonstrated financial need. Stress and imposter syndrome are recognized as negative factors in life, but little is known about how great their impact can be on retention among high achieving college students, especially among students from underrepresented groups who may be subject to greater negative effects. This project will investigate whether a program to increase awareness of stress and training to reduce stress can significantly increase retention and graduation rates. This project has the potential to increase the number of highly talented STEM professionals through applying stress reductiontechniques as part of the scholastic program in STEM fields. The levels of psychological adaptation will be measured using well established interview instruments and student success will be measured by following GPA and graduation rates. Annual evaluation will be accomplished through an outside firm interviewing participants. Results of this project will be made available through conference presentations and journal publications. This project is funded by NSF’s Scholarships in Science, Technology, Engineering, and Mathematics program, which seeks to increase the number of low-income academically talented students with demonstrated financial need who earn degrees in STEM fields. It also aims to improve the education of future STEM workers, and to generate knowledge about academic success, retention, transfer, graduation, and academic/career pathways of low-income students. This project is funded by NSF’s Scholarships in Science, Technology, Engineering, and Mathematics program, which seeks to increase the number of low-income academically talented students with demonstrated financial need who earn degrees in STEM fields.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.