{"title":"社会纽带对青少年科学启蒙计划参与者科学研究认同感发展的贡献","authors":"Eric D. Deemer, Joseph P. Ogas, Amy C. Barr","doi":"10.1177/10690727241234931","DOIUrl":null,"url":null,"abstract":"An abundance of research on self-determination theory has shown that satisfaction of basic needs for autonomy, competence, and relatedness among adolescents promotes the experience of optimal career-related outcomes such as academic motivation and engagement. However, few studies have explored how satisfaction of these needs promotes identification with particular careers, and less attention has been paid to the role of relatedness satisfaction in these developmental processes compared to autonomy and competence. We addressed these issues in the current study by examining the relationship between relatedness and identification as a research scientist. Five latent classes of scientific research identity development were identified using growth mixture modeling: (a) strong positive growth, (b) moderate positive growth, (c) weak positive growth, (d) no growth, and (e) strong negative growth. Results of logistic regression analyses indicated that need for relatedness was a significant positive predictor of membership in the strong positive growth class relative to the no growth class. Implications for identity development as a research scientist and the social and motivational influences undergirding this process are discussed.","PeriodicalId":47978,"journal":{"name":"Journal of Career Assessment","volume":null,"pages":null},"PeriodicalIF":2.8000,"publicationDate":"2024-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Contribution of Social Bonds to the Development of Scientific Research Identity in Adolescent Participants of a Science Enrichment Program\",\"authors\":\"Eric D. Deemer, Joseph P. Ogas, Amy C. Barr\",\"doi\":\"10.1177/10690727241234931\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"An abundance of research on self-determination theory has shown that satisfaction of basic needs for autonomy, competence, and relatedness among adolescents promotes the experience of optimal career-related outcomes such as academic motivation and engagement. However, few studies have explored how satisfaction of these needs promotes identification with particular careers, and less attention has been paid to the role of relatedness satisfaction in these developmental processes compared to autonomy and competence. We addressed these issues in the current study by examining the relationship between relatedness and identification as a research scientist. Five latent classes of scientific research identity development were identified using growth mixture modeling: (a) strong positive growth, (b) moderate positive growth, (c) weak positive growth, (d) no growth, and (e) strong negative growth. Results of logistic regression analyses indicated that need for relatedness was a significant positive predictor of membership in the strong positive growth class relative to the no growth class. Implications for identity development as a research scientist and the social and motivational influences undergirding this process are discussed.\",\"PeriodicalId\":47978,\"journal\":{\"name\":\"Journal of Career Assessment\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.8000,\"publicationDate\":\"2024-02-16\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Career Assessment\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1177/10690727241234931\",\"RegionNum\":2,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"PSYCHOLOGY, APPLIED\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Career Assessment","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1177/10690727241234931","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, APPLIED","Score":null,"Total":0}
Contribution of Social Bonds to the Development of Scientific Research Identity in Adolescent Participants of a Science Enrichment Program
An abundance of research on self-determination theory has shown that satisfaction of basic needs for autonomy, competence, and relatedness among adolescents promotes the experience of optimal career-related outcomes such as academic motivation and engagement. However, few studies have explored how satisfaction of these needs promotes identification with particular careers, and less attention has been paid to the role of relatedness satisfaction in these developmental processes compared to autonomy and competence. We addressed these issues in the current study by examining the relationship between relatedness and identification as a research scientist. Five latent classes of scientific research identity development were identified using growth mixture modeling: (a) strong positive growth, (b) moderate positive growth, (c) weak positive growth, (d) no growth, and (e) strong negative growth. Results of logistic regression analyses indicated that need for relatedness was a significant positive predictor of membership in the strong positive growth class relative to the no growth class. Implications for identity development as a research scientist and the social and motivational influences undergirding this process are discussed.
期刊介绍:
The Journal of Career Assessment publishes methodologically sound, empirically based studies focusing on the process and techniques by which counselors and others gain understanding of the individual faced with the necessity of making informed career decisions. The term career assessment, as used in this journal, covers the various techniques, tests, inventories, rating scales, interview schedules, surveys, and direct observational methods used in scientifically based practice and research to provide an improved understanding of career decision-making. The focus is not just testing, but all those means developed and used to assess and evaluate individuals and environments in the field of career counseling and development.