Self-Generated Research Experiences to Support Biomedical/Behavioral Research Car

支持生物医学/行为研究汽车的自主研究经验

• 批准号: 8500373
• 负责人: Lisa Linnenbrink-Garcia
• 金额: $ 36.97万
• 依托单位: DUKE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-09-01 至 2015-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8500373
• 关键词: Academic achievement; Achievement; Address; Administrator; Behavior; Behavioral Research; Behavioral Sciences; Belief; Beryllium; Career Choice; Communities; Competence; Control Groups; Coupling; Education; Educational Intervention; Effectiveness of Interventions; Elements; Enrollment; Ethnic Origin; Experimental Designs; Faculty; Fostering; Goals; Intervention; Knowledge; Motivation; Pathway interactions; Pharmacology; Policy Making; Population; Process; Relative (related person); Research; Resources; Role; Sampling; Schools; Science; Science Enrichment; Shapes; Stereotyping; Students; Underrepresented Minority; Universities; Work; base; career; college; effective intervention; experience; follow-up; high school; interest; programs; psychologic; public health relevance; successful intervention; therapy design; undergraduate research; university student

DESCRIPTION (provided by applicant): Many students enter college with an interest in studying science and even contemplate careers in biomedical and behavioral sciences. However, after enrolling in a few college-level science courses, these students often decide to pursue other majors. This issue, which is particularly salient for underrepresented minorities (URMs), is often termed the 'leaky pipeline.' Research on the 'leaky pipeline' indicates that early undergraduate research experiences and enriched curricular opportunities are important factors in enhancing students' interest in science and their perceived confidence in science (e.g., motivational beliefs). The current application builds on this prior work to examine the effectiveness of an intervention specifically targeting motivational self- beliefs for increasing college students' (especially URMs) pursuit of biomedical/behavioral research careers. The proposed intervention is based on our previously successful high school program called "Launch into Education About Pharmacology" (LEAP), which includes a summer enrichment course and a self-generated research experience. Our intervention also addresses 'stereotype threat' by including an incremental ability component to buoy perceived competence, interest, and achievement of URMs. The overall goal of our research is to identify the specific features and associated underlying psychological processes that are critical in creating effective interventions to encourage college students' pursuit of biomedical and behavioral science research careers. To achieve this goal, we have four specific aims: (1) evaluate the effect of participating in the LEAP summer course on science-related motivational beliefs, achievement, and career-related beliefs/choices, (2) evaluate the added benefit of the LEAP self-generated research experience for supporting science-related motivational beliefs, achievement, and career-related beliefs/choices, (3) evaluate the effect of fostering incremental ability beliefs on science-related motivational beliefs, achievement, and career-related beliefs/choices for URMs, and (4) examine the underlying psychological processes (e.g., motivation) that explain why the LEAP interventions and incremental ability treatment alter students' science achievement and career-related beliefs/choices. We examine both immediate and long-term (into the first year after college graduation) effects of participating in the LEAP program (relative to a no-treatment control group) in a sample of 960 Duke University freshmen. To examine the relative impact of (1) a self-generated research experience and (2) an incremental ability treatment, we use a 2 x 2 experimental design within the LEAP treatment. Our proposed work will inform educators and policy makes about specific elements that are critical in designing interventions to encourage college students' pursuit of biomedical/behavioral research careers. The assessment of key psychological variables through which our intervention operates will provide an enhanced, more nuanced understanding of what makes these interventions successful.

描述（由申请人提供）：许多学生进入大学时对学习科学感兴趣，甚至考虑从事生物医学和行为科学职业。然而，在选修了一些大学水平的科学课程后，这些学生往往决定攻读其他专业。这个问题对于代表性不足的少数群体 (URM) 来说尤为突出，通常被称为“泄漏管道”。对“泄漏管道”的研究表明，早期本科生研究经验和丰富的课程机会是增强学生对科学的兴趣和对科学的信心（例如动机信念）的重要因素。当前的应用程序建立在先前工作的基础上，旨在检查专门针对动机自我信念的干预措施的有效性，以提高大学生（特别是URM）对生物医学/行为研究职业的追求。拟议的干预措施是基于我们之前成功的高中项目“启动药理学教育”(LEAP)，其中包括暑期强化课程和自我生成的研究经验。我们的干预措施还通过包含增量能力成分来解决“刻板印象威胁”，以增强人们对 URM 的能力、兴趣和成就的认识。我们研究的总体目标是确定具体特征和相关的潜在心理过程，这些过程对于制定有效的干预措施以鼓励大学生追求生物医学和行为科学研究职业至关重要。为了实现这一目标，我们有四个具体目标：(1) 评估参加 LEAP 夏季课程对科学相关动机信念、成就和职业相关信念/选择的影响，(2) 评估 LEAP 自我生成的研究经验对于支持科学相关动机信念、成就和职业相关信念/选择的额外好处，(3) 评估培养增量能力信念对 与科学相关的动机信念、成就和 URM 的职业相关信念/选择，以及 (4) 检查潜在的心理过程（例如动机），解释为什么 LEAP 干预和增量能力治疗会改变学生的科学成就和职业相关信念/选择。我们以 960 名杜克大学新生为样本，研究了参与 LEAP 计划（相对于未治疗对照组）的近期和长期（大学毕业后第一年）的影响。为了检验 (1) 自我产生的研究经验和 (2) 增量能力治疗的相对影响，我们在 LEAP 治疗中使用了 2 x 2 实验设计。我们提出的工作将为教育工作者和政策制定者提供有关设计干预措施至关重要的具体要素的信息，以鼓励大学生追求生物医学/行为研究职业。对我们的干预措施所依据的关键心理变量进行评估，将使我们对干预措施成功的原因有更深入、更细致的了解。