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

描述(由申请人提供)：在这项纵向研究中，我们调查了一所大型公立大学一年级新生的整个队列，这使得我们能够比较在大学开始时对生物医学研究职业感兴趣的少数族裔(URM)学生和非代表少数族裔(NURM)学生在大学第一个三年的过程中对生物医学研究职业感兴趣。基于自我调节理论，我们认为自我调节技能将在很大程度上预测URM和NURM学生在生物医学研究中的成功(对科学的坚持、职业意图/专业和表现)，超过标准/已确定的学术/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随着时间的推移而成功(表现和坚持性)，以确定URM和NURM之间是否存在意图从事生物医学研究和其他专业的人的差异。我们还将从发展的角度，在头三年的研究中，每年检查管道泄漏的不同预测因素。具体地说，我们的目标是(1)与其他专业的少数族裔和非少数族裔学生相比，刻画生物医学研究型学生URM和NURM的自我调节技能水平及其变化；(2)确定自我调节是否预测URM和NURM学生在生物医学科学领域的成功(即学习成绩和坚持性)，超过已经确定的预测性个人(例如自我效能)和机构特征/经历(例如研究指导)。(3)确定时间是否缓和了自我调节的影响，以及随着时间的推移，已经确立的个人和制度因素对持久性和绩效的影响。和(4)作为探索性目标，考察URM和NURM生物医学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产生重要信息。这项研究的结果还将提供有关高度受干预发展影响的目标的有价值的信息。特别是，我们将能够确定在大学的管道中，自我调节的不同方面(以及社会/认知和制度/经验)变量会导致弹性的坚持性和出色的学业表现，这将指出不同类型的自我调节策略最合适 针对特定类型的学生在其大学生涯的特定时间点。此外，我们将研究不同类型的支持计划在多大程度上预测学生的成功，以及他们自我调节技能的变化，以提供对URM学生最有帮助的自我调节干预类型的更多见解。我们预计，这些结果将直接导致更有效的干预措施，从而促进URM在生物医学事业中取得更大的成功。

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.