Maryrose Weatherton, Bailey M Von der Mehden, Elisabeth E Schussler
{"title":"\"I don't Know what I Would do Without it\" How Life Science Graduate Students Describe Resource Value.","authors":"Maryrose Weatherton, Bailey M Von der Mehden, Elisabeth E Schussler","doi":"10.1187/cbe.22-11-0241","DOIUrl":null,"url":null,"abstract":"<p><p>Graduate students often face choices about which resources to use to help them succeed in their programs. These choices likely differ among students, in part, due to different perceptions of resource value. However, little is known about why particular resources might be considered highly valuable to students, thus driving choice. Utilizing expectancy-value theory for help sources as our theoretical framework, this qualitative study explored life science (LS) graduate students' top three resource choices, their explanations about why they made those choices, and whether students' perceptions of value differed among resources and across demographic groups. We addressed two research questions: 1) What resources do LS graduate students consider to be the most important? 2) What drives LS graduate students' perceptions of resource value? Many participants indicated that 'advisor' and 'academic stipend' were most important. Student perceptions of value were driven by their perceptions of which needs resources fulfilled, such as basic needs, academic help, or support. Participants' top resource choices and underlying values of those resources did not differ among demographic groups. We propose a model for understanding graduate student resource choice that may inform future work on student outcomes.</p>","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":null,"pages":null},"PeriodicalIF":4.6000,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10756044/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Cbe-Life Sciences Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1187/cbe.22-11-0241","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0
Abstract
Graduate students often face choices about which resources to use to help them succeed in their programs. These choices likely differ among students, in part, due to different perceptions of resource value. However, little is known about why particular resources might be considered highly valuable to students, thus driving choice. Utilizing expectancy-value theory for help sources as our theoretical framework, this qualitative study explored life science (LS) graduate students' top three resource choices, their explanations about why they made those choices, and whether students' perceptions of value differed among resources and across demographic groups. We addressed two research questions: 1) What resources do LS graduate students consider to be the most important? 2) What drives LS graduate students' perceptions of resource value? Many participants indicated that 'advisor' and 'academic stipend' were most important. Student perceptions of value were driven by their perceptions of which needs resources fulfilled, such as basic needs, academic help, or support. Participants' top resource choices and underlying values of those resources did not differ among demographic groups. We propose a model for understanding graduate student resource choice that may inform future work on student outcomes.
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.