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，我们研究了一个大型公立大学的一年级学生的整个新生队列，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）少数民族（URM）的学生，他们开始大学时对生物医学研究事业感兴趣，因为他们在大学的前三年进行。基于自我调节理论，我们提出，自我调节技能将大大预测成功的生物医学研究（坚持科学职业生涯的意图/专业和性能）以上和超越标准/确定的学术/认知和制度因素的URM和CARM的学生。我们的设计将使我们能够检查自我调节的各个方面，随着时间的推移预测URM的成功（性能和持久性），以确定URM和CARM之间是否存在差异，并打算从事生物医学研究和其他专业。我们还将从发展的角度出发，在前三年的研究中，研究管道泄漏的差异预测因素。具体来说，我们的目标是（1）表征与其他专业的少数民族和非少数民族学生相比，生物医学研究型学生的URM和CARM自我调节技能的水平和变化;（2）确定自我调节是否预测成功（即，学术表现和持久性）为URM和CIMM学生在生物医学科学，超过和以上已经确定的预测个人（例如，自我效能）和机构特征/经验（例如，研究指导）。(3)确定时间是否会调节自我调节的效果，沿着已经建立的个人和机构因素对持久性和绩效的影响。和（4）作为一个探索性的目标，检查在何种程度上URM和CIMM生物医学科学的学生参与的支持和干预，可以促进自我调节技能的发展，产生重要的信息，为后续干预策略的发展。这项研究的结果还将提供关于高度适合干预发展的目标的宝贵信息。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（沿着社会/认知和制度/经验）变量导致弹性持久性和良好的学术表现，这将指向最合适的不同类型的自我调节策略 在他们大学生涯的特定阶段为特定类型的学生提供服务。此外，我们将研究在何种程度上不同类型的支持计划的学生参与预测他们的成功，以及在他们的自我调节技能的变化，以提供更多的见解到类型的自我调节干预，可能是最有帮助的URM学生。我们预计，这些结果将直接导致更有效的干预措施，这将促进URM在生物医学事业中的成功。

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.