Self-Regulation Skills as Predictors of URM Student Success Biomedical Research

自我调节技能是 URM 学生成功生物医学研究的预测因素

• 批准号: 8925909
• 负责人: Crystal L Park
• 金额: $ 36.46万
• 依托单位: UNIVERSITY OF CONNECTICUT STORRS
• 依托单位国家: 美国
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-09-15 至 2018-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8925909
• 关键词: Address; Attention; Behavioral; Behavioral Research; Behavioral Sciences; Binding; Biomedical Research; Characteristics; Clinical Research Protocols; Clinical Sciences; Cognitive; Cognitive Science; Development; Environment; Equilibrium; Faculty; Health; Individual; Informal Social Control; Intention; Intervention; Lead; Longitudinal Studies; Mentors; Minority; Motivation; Pathway interactions; Performance; Readiness; Recruitment Activity; Relative (related person); Research; Research Personnel; Research Priority; Role; Science; Self Efficacy; Social Sciences; Students; Testing; Time; Training; Underrepresented Minority; United States National Institutes of Health; Universities; base; career; cohort; college; comparative; design; effective intervention; experience; health disparity; improved; insight; interest; longitudinal design; programs; service intervention; skills; social; success; theories; therapy development; underrepresented minority student

DESCRIPTION (provided by applicant): In this longitudinal study, we examine an entire incoming cohort of first year students at a large public university, which allows us to compare both underrepresented minority (URM) and non - (underrepresented) minority (NURM) students who do and who do not begin university with an interest in biomedical research careers as they proceed through their first three years at university. Based on self - regulation theory, we propose that self-regulation skills will substantially predict success in biomedical research (persistence in science career intentions/major and performance) above and beyond standard/identified academic/cognitive and institutional factors for both URM and NURM students. Our design will allow us to examine aspects of self-regulation as predicting URM success (performance and persistence) over time to determine if there are differences between URM and NURM with intentions to a career in biomedical research and those with other majors. We will also take a developmental perspective, examining differential predictors of leaks in the pipeline within each of the first three years of study. Specifically, we aim to (1) Characterize th levels and changes in levels of self-regulation skills of URM and NURM in biomedical research-bound students relative to minority and non-minority students in other majors; (2) Determine whether self-regulation predicts success (i.e., academic performance & persistence) for URM and NURM students in the biomedical sciences, over and above already-identified predictive individual (e.g., self-efficacy) and institutional characteristics/experiences (e.g., research mentoring). (3) Determine whether time moderates the effects of self-regulation, along with the already-established individual and institutional factors on persistence and performance over time. And (4) As an exploratory aim, examine the extent to which URM and NURM biomedical science students participate in support and interventions that may facilitate development of self-regulation skills, generating important information for development of subsequent intervention strategies. Results from this study will also provide valuable information on targets that are highly amenable to intervention development. In particular, we will be able to identify where in the college pipeline different aspects of self-regulation (along with social/cognitive and institutional/experiential) variables lead to resilient persistence and strong academic performance, which will point to the different types of self-regulation strategies most appropriate for particular types of students at particular points in their college careers. In addition, we wil examine the extent to which different types of support programs students partake of predict their success as well as changes in their self-regulation skills to provide additional insights into the types of self-regulation interventions that may be most helpful to URM students. We anticipate that these results will lead directly to more effective interventions that will promote increased URM success in biomedical careers.

描述（由申请人提供）：在这项纵向研究中，我们研究了一所大型公立大学的一年级新生的整个队列，这使我们能够比较代表性不足的少数民族（URM）和非（代表性不足的）少数民族（NURM）学生，他们在大学的前三年里对生物医学研究职业感兴趣。基于自我调节理论，我们提出自我调节技能将在很大程度上预测生物医学研究的成功（对科学职业意图/专业和绩效的坚持），超出了URM和NURM学生的标准/确定的学术/认知和制度因素。我们的设计将允许我们检查自我调节的各个方面，以预测URM的成功（表现和坚持），以确定有意从事生物医学研究的URM和NURM与其他专业的学生之间是否存在差异。我们还将从发展的角度出发，在前三年的研究中研究管道泄漏的不同预测因素。具体而言，我们的目标是(1)表征生物医学研究方向的学生相对于其他专业的少数民族和非少数民族学生的URM和NURM自我调节技能的水平和变化；(2)确定自我调节是否可以预测URM和NURM学生在生物医学科学领域的成功（即学业成绩和坚持），而不是已经确定的预测个体（如自我效能）和机构特征/经验（如研究指导）。(3)确定时间是否会调节自我调节的作用，以及已经建立的个人和制度因素对持久性和绩效的影响。(4)作为一个探索性目的，研究URM和NURM生物医学科学专业学生参与支持和干预的程度，这些支持和干预可能促进自我调节技能的发展，为后续干预策略的发展提供重要信息。这项研究的结果也将为高度适合干预发展的目标提供有价值的信息。特别是，我们将能够确定在大学管道中自我调节的不同方面（以及社会/认知和制度/经验）变量导致弹性持久性和良好的学习成绩，这将指出最合适的不同类型的自我调节策略