Development of the Mentoring in Undergraduate Research Survey.

IF 4.6 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Cbe-Life Sciences Education Pub Date : 2024-06-01 DOI:10.1187/cbe.23-07-0141
Lisa B Limeri, Nathan T Carter, Riley A Hess, Trevor T Tuma, Isabelle Koscik, Alexander J Morrison, Briana Outlaw, Kathren Sage Royston, Benjamin H T Bridges, Erin L Dolan
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Abstract

Here we present the development of the Mentoring in Undergraduate Research Survey (MURS) as a measure of a range of mentoring experienced by undergraduate science researchers. We drafted items based on qualitative research and refined the items through cognitive interviews and expert sorting. We used one national dataset to evaluate the internal structure of the measure and a second national dataset to examine how responses on the MURS related to theoretically relevant constructs and student characteristics. Our factor analytic results indicate seven lower order forms of mentoring experiences: abusive supervision, accessibility, technical support, psychosocial support, interpersonal mismatch, sexual harassment, and unfair treatment. These forms of mentoring mapped onto two higher-order factors: supportive and destructive mentoring experiences. Although most undergraduates reported experiencing supportive mentoring, some reported experiencing absence of supportive as well as destructive experiences. Undergraduates who experienced less supportive and more destructive mentoring also experienced lower scientific integration and a dampening of their beliefs about the value of research. The MURS should be useful for investigating the effects of mentoring experienced by undergraduate researchers and for testing interventions aimed at fostering supportive experiences and reducing or preventing destructive experiences and their impacts.

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开发本科生研究指导调查。
在此,我们介绍了本科生研究指导调查(MURS)的开发情况,以此来衡量本科生科学研究人员所经历的一系列指导。我们在定性研究的基础上起草了调查项目,并通过认知访谈和专家分类对项目进行了改进。我们使用了一个全国数据集来评估测量的内部结构,并使用了第二个全国数据集来研究 MURS 上的回答与理论相关的构造和学生特征之间的关系。我们的因子分析结果表明,指导经历有七种低阶形式:滥用监督、无障碍环境、技术支持、社会心理支持、人际不匹配、性骚扰和不公平待遇。这些指导形式映射到两个高阶因子上:支持性指导经历和破坏性指导经历。虽然大多数本科生都表示经历过支持性指导,但也有一些本科生表示没有经历过支持性和破坏性指导。经历过较少支持性指导和较多破坏性指导的本科生,其科学融合度也较低,对研究价值的信念也有所减弱。MURS 应有助于调查本科生研究人员所经历的指导的影响,并测试旨在促进支持性经历、减少或防止破坏性经历及其影响的干预措施。
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来源期刊
Cbe-Life Sciences Education
Cbe-Life Sciences Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
6.50
自引率
13.50%
发文量
100
审稿时长
>12 weeks
期刊介绍: CBE—Life Sciences Education (LSE), a free, online quarterly journal, is published by the American Society for Cell Biology (ASCB). The journal was launched in spring 2002 as Cell Biology Education—A Journal of Life Science Education. The ASCB changed the name of the journal in spring 2006 to better reflect the breadth of its readership and the scope of its submissions. LSE publishes peer-reviewed articles on life science education at the K–12, undergraduate, and graduate levels. The ASCB believes that learning in biology encompasses diverse fields, including math, chemistry, physics, engineering, computer science, and the interdisciplinary intersections of biology with these fields. Within biology, LSE focuses on how students are introduced to the study of life sciences, as well as approaches in cell biology, developmental biology, neuroscience, biochemistry, molecular biology, genetics, genomics, bioinformatics, and proteomics.
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