Assessing Scientific Inquiry and Leadership Skills

评估科学探究和领导技能

• 批准号: 8074791
• 负责人: Martin Myron Chemers
• 金额: $ 0.93万
• 依托单位: UNIVERSITY OF CALIFORNIA SANTA CRUZ
• 依托单位国家: 美国
• 财政年份: 2004
• 资助国家: 美国
• 起止时间: 2004-09-01 至 2012-02-29
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8074791
• 关键词: Address; Affect; Aptitude; Attitude; Behavior; Belief; Biomedical Research; Communities; Decision Making; Development; Engineering; Faculty; Failure; Future; Goals; Grant; Individual; Internships; Intervention; Interview; Laboratories; Latino; Leadership; Learning; Literature; Longitudinal Studies; Longitudinal Surveys; Measurement; Measures; Mediating; Mentors; Methods; Mexican Americans; Modeling; Native Americans; Outcome; Participant; Perception; Performance; Policies; Population; Prospective Studies; Publications; Qualitative Methods; Reaction; Relative (related person); Reporting; Research; Research Proposals; Sampling; Schools; Science; Scientist; Self Concept; Self Efficacy; Societies; Source; Staging; Students; Surveys; Time; Underrepresented Minority; approach behavior; career; design; experience; follow-up; graduate student; high school; implementation research; insight; longitudinal design; parent grant; parent project; peer; posters; programs; psychologic; public health relevance; science and society; science education; simulation; skills; social group; success; symposium; tool

DESCRIPTION (provided by applicant): This four-year renewal of a successful prior grant seeks to integrate and expand the insights gained from the parent project (Assessing Scientific Inquiry and Leadership Skills). In the parent project, seven studies employing mixed (quantitative and qualitative) methods, retrospective and longitudinal designs with high school, undergraduate, and graduate students strongly supported a conceptual model that focused on the psychological constructs of science inquiry self-efficacy (i.e., a student's belief about his/her ability to perform successfully in scientific research) and identity as a scientist (i.e., a student's perception that there is a fit between his/her personal values and self concept and the social group of scientists). Commitment to a career in science and scientific performance at all levels of students were strongly influenced by self-efficacy and identity. And as predicted, the effects of science support program activities, particularly engagement in authentic research with good mentoring and the opportunity to associate with professional scientists and science students (community involvement) were fully mediated by efficacy and identity, i.e., the relationship of program activities to commitment and performance resulted indirectly from their effects on efficacy and identity. For the current project we propose to delve more deeply into the ways in which research, mentoring, and community involvement affect efficacy and identity to understand better the specific features of research settings and mentor behavior that are most effective. In partnership with the Society for the Advancement of Chicanos and Native Americans in Science (SACNAS), five studies will examine the experiences of being mentored while doing authentic research, presenting that research at a scientific conference, and networking with research scientists and other science students. Students who attend the SACNAS annual conference will become part of a multi-year longitudinal survey study that tracks the students' psychological reactions (i.e., efficacy and identity) and relevant outcomes (e.g., continuation in science education, quality of scientific performance) several times per year over a two-year period. Quantitative surveys and follow-up interviews will provide access to students (and their mentors) as the students' attitudes and aptitudes change and develop over time, and reveal how important turning points are affected by mentor approaches and behaviors. Multiple measurements over time can provide information on how psychological constructs at various times (e.g., before and immediately after a poster presentation at the SACNAS conference; after success or failure in the classroom or laboratory, etc.) affect attitudes and behaviors in the future (e.g., maintaining an involvement in scientific research or applying and entering graduate school in science). Public Health Relevance Statement: The overall goal of this project is to strengthen programs that promote entry into and success in biomedical research careers, particularly by underrepresented minority students. Results will help to address the national shortage of scientists and engineers devoted to biomedical research. Increasing the diversity of individuals devoted to biomedical research will expand the research questions being addressed, the approaches used to conduct the research, and the implementation of research findings in policy and practice.

描述（由申请人提供）：这项成功的先前赠款的四年续订旨在整合和扩大从父项目中获得的见解（评估科学探究和领导技能）。在父母项目中，七项研究采用混合（定量和定性）方法，回顾性和纵向设计，与高中，本科生和研究生一起，强烈支持了一个概念模型，该模型专注于科学探究性自我效能的心理构建体（即，在其中的科学效果和一位科学的能力）上的能力（即，一定的科学效果）（I. I. I. I. I.在他/她的个人价值观和自我概念与科学家的社会群体之间。对各个级别的学生的科学和科学表现职业的承诺受到自我效能和身份的强烈影响。正如预测的那样，科学支持计划活动的影响，尤其是与良好的指导参与真正的研究，以及与专业科学家和科学专业的学生（社区参与）联系的机会，是由疗效和认同的完全介导的，即计划活动与承诺与绩效的关系，这是由于其对效果和身份的影响而间接产生的。对于当前的项目，我们建议更深入地研究研究，指导和社区参与影响效力和身份的方式，以更好地了解最有效的研究环境和指导行为的特定特征。与奇卡诺斯和美洲原住民科学（SACNAS）的发展协会合作，五项研究将研究在进行真实研究时受到指导的经验，并在科学会议上进行了研究，并与研究科学家和其他科学专业的学生进行了网络。参加SACNAS年度会议的学生将成为一项多年纵向调查研究的一部分，该研究跟踪学生的心理反应（即功效和认同感）和相关成果（例如，科学教育的延续，科学教育的质量，科学表现的质量）在两年内几次。随着学生的态度和才能的变化和发展，定量调查和后续访谈将为学生（及其导师）提供访问，并随着时间的流逝而发展，并揭示了指导方法和行为的重要影响。随着时间的推移，多次测量可以提供有关在SACNAS会议上的海报演示之前和之后如何在课堂或实验室的成功或失败之后等待的心理结构如何影响未来的态度和行为的信息（例如，维持科学研究或科学毕业生的涉及态度和行为）。 公共卫生相关性声明：该项目的总体目标是加强促进生物医学研究职业的进入和成功的计划，特别是代表人数不足的少数族裔学生。结果将有助于解决专门研究生物医学研究的科学家和工程师的国家短缺。提高专门研究生物医学研究的个人的多样性将扩大要解决的研究问题，用于进行研究的方法以及政策和实践中的研究结果。