Research apprenticeship training promotes faculty-student psychological similarity and high-quality mentoring: a longitudinal quasi-experiment

Hernandez, Paul R.; Ferguson, Carinna F; Pedersen, Rachelle M.; Richards‐Babb, Michelle; Quedado, Kimberly; Shook, Natalie J.

doi:10.1080/13611267.2023.2164973

Cited by 14 publications

(18 citation statements)

References 38 publications

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“…Consistent with the meta-analytic findings, recent research on mentoring in college STEM contexts found that high-quality mentoring support promoted small-to-moderate gains in STEM belonging, identity, interest, self-efficacy, persistence intentions, values, and well-being (Estrada et al, 2022;Saw et al, 2022;Du et al, 2023;Kuchynka et al, 2023). Furthermore, STEM undergraduates' psychological similarity with their faculty mentor has a moderate-to-strong positive association with relationship quality and mentor-mentee relationship satisfaction (Hernandez et al, 2017(Hernandez et al, , 2023Pedersen et al, 2022).…”

Section: Mentoring In College Stem Contextssupporting

confidence: 64%

“…For example, laboratory experiments showed that individuals with matching initials exhibit improved collaborative performance (Polman et al, 2013), and individuals are more inclined to engage in helpful behaviors towards others who share the same birthday (Burger et al, 2004). In addition, research indicates that early perceptions of psychological similarity can moderate future mentor-mentee social interactions and relationship building behaviors (Hernandez et al, 2023). Thus, psychological similarity may be an important target for interventions designed to improve mentoring support and thereby promote social integration and persistence in STEM fields (Figure 1, Path A).…”

Section: Factors That Influence the Mentoring Relationship Qualitymentioning

confidence: 99%

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Amplifying similarity to promote college STEM instructor–student mentoring relationship quality: a cluster randomized trial

Du,

Lee,

Broderick

et al. 2023

Front. Educ.

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IntroductionDespite numerous (co)curricular efforts, diversifying the Science, Technology, Engineering, and Mathematics (STEM) research workforce remains challenging and large segments of the U.S. population continue to be underrepresented. Promoting instructor–student mentoring relationship quality is a potentially important mechanism to support biomedical workforce diversity, as relationship quality has been positively associated with learning and persistence. We tested the impact of a “Creating Birds of a Feather” (CBoaF) intervention designed to promote perceptions of shared similarities (psychological similarity), which in turn should promote instructor-student mentoring relationship quality.MethodsThis pretest-posttest cluster randomized controlled trial was conducted with a large and diverse sample of instructors (J = 15) and the undergraduates (N = 567) enrolled in biological course-based undergraduate research experience courses at 13 universities across the U.S.ResultsMultilevel modeling results indicated that the intervention effect on undergraduates’ perceptions of psychological similarity was moderated by pretest psychological similarity. That is, among classes with low levels of similarity at pretest, the intervention group developed stronger perceptions of posttest psychological similarity than the control group, but there were no between group differences in classes with high levels of similarity at pretest. Furthermore, the intervention exhibited a positive indirect effect on posttest instructor–student mentoring relationship quality through posttest psychological similarity.DiscussionThese findings highlight the potential of the CBoaF intervention to enhance undergraduate perceptions of instructor-student psychological similarity, subsequently leading to improved instructor-student mentoring relationship quality. These insights have significant implications for initiatives that aim to promote diversity and inclusion in the STEM research workforce by emphasizing the cultivation of psychological similarity between students and instructors.

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Section: Mentoring In College Stem Contextssupporting

confidence: 64%

Section: Factors That Influence the Mentoring Relationship Qualitymentioning

confidence: 99%

Amplifying similarity to promote college STEM instructor–student mentoring relationship quality: a cluster randomized trial

Du,

Lee,

Broderick

et al. 2023

Front. Educ.

Self Cite

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“…It was a path understand the human intrinsic desire and relevant conduct, and personal improvement (Diwan & Vartanova, 2020;Setyosari & Cahyono, 2021). IDC has the ability to function in numerous domains, including HEI social psychology theme (Hernandez et al, 2023), digital behavior elds (Tang & Hew, 2022), skill enhancement in education service (Nantha, 2022), and individual self-help professional training (Mackett, 2022). The theory has been developed and broadened over time, but it remains a vital contribution to explaining the universal behavior and thought patterns of humans (Hashim et al, 2021;Muhria, 2022).…”

Section: Discussionmentioning

confidence: 99%

Interest-driven creator English course for developing Chinese private college students’ listening and speaking proficiency based via blended setting

Wang

Chen

2023

Preprint

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The aim of this study is to improve the English learning outcomes of undergraduate students enrolled in bachelor’s degree by designing a compulsory interest-driven creator (IDC)-based English course in blended setting. A total of 210 Chinese college students participated in a quasi-experimental intervention. The research treatment was conducted for 16 lessons over 16 weeks at a private college in China. The performance of the experimental group (EG) and the control group (CG) was assessed by Exam English as a pre-test and a post-test to investigate listening and speaking proficiency. The results indicated that the course effectively enhanced the students’ language learning outcomes. Therefore, the IDC course can be integrated in an innovative English curriculum. The EG showed a better outcome on the test than the CG. The IDC English course in the blending setting efficiently enhanced the students’ English listening and speaking skills.

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“…"Personal" social support has been consistently assessed in prior research on science motivation in marginalized students as support received from meaningful others in students' personal lives, such as parents (e.g., Simpkins, Estrella, Gaskin, & Koberdanz, 2018;Simpkins, Price, & Garcia, 2015), siblings (e.g., Puente & Simpkins, 2020), and close friends (e.g., Simpkins, Liu, Hsieh, & Estrella, 2020). In contrast, "academic" social support has been previously explored among at-risk STEM students as support from educational instructors, administrators, or staff (e.g., faculty mentorship programs; Hernandez et al, 2023).…”

Section: Social Support and Student Development In Higher Educationmentioning

confidence: 99%

Social Support and Motivation in STEM Degree Students: Gender Differences in Relations with Burnout and Academic Success

Horrocks,

Hall

2024

Interdiscip Educ Psychol

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Existing research underscores the importance of both social-environmental factors (e.g., social support) and psychological factors (e.g., motivation) as buffers against attrition, low performance, and psychological maladjustment in science, technology, engineering, and math (STEM) degree programs. Female STEM students in particular contend with additional academic challenges that can hamper their motivation and performance. This study investigated the relations between social support (personal vs. academic) and well-being, persistence, and academic outcomes as mediated by self-determined motivation and moderated by gender. Structural equation modelling with 221 STEM undergraduates showed significant indirect paths between personal support and STEM career intentions via autonomous motivation. Multigroup analyses further showed male STEM students to benefit more from both personal and academic supports, as well as from greater autonomous motivation, with the academic risks of controlled motivation observed primarily for female STEM students. Implications for motivationally supportive teaching practices in STEM degree programs are discussed.

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Research apprenticeship training promotes faculty-student psychological similarity and high-quality mentoring: a longitudinal quasi-experiment

Cited by 14 publications

References 38 publications

Amplifying similarity to promote college STEM instructor–student mentoring relationship quality: a cluster randomized trial

Amplifying similarity to promote college STEM instructor–student mentoring relationship quality: a cluster randomized trial

Interest-driven creator English course for developing Chinese private college students’ listening and speaking proficiency based via blended setting

Social Support and Motivation in STEM Degree Students: Gender Differences in Relations with Burnout and Academic Success

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