导师需求:农业教师自我评估指导能力的预测因子

NACTA Journal Pub Date : 2022-08-19 DOI:10.56103/91pbd
J. Orsini, N. Stedman
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引用次数: 0

摘要

尽管近年来对师徒关系在高等教育中的重要性进行了大量的研究,但很少有数据表明,哪些因素可以预测农业教师对师徒关系能力的自我评价。这一点很重要,因为随着对指导的研究的增加,学术界为教师提供了大量不同的培训项目,以提高指导的效果,很少考虑哪些变量可以预测自我感知的指导技能。本研究采用横断面调查设计,以全国农业教师为样本,收集教师对师徒能力的自我评价。回归分析用于确定哪些因素,从先前的研究中确定为潜在的重要因素,预测积极的自我评价师徒能力。结果表明:学科自我效能感、冒名顶替感、平均师徒频次和导师培训经历均是影响大学生学业表现的显著因素,性别影响甚微。本文还讨论了这些研究结果的意义和未来高等教育指导研究的途径。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Mentors Needed: Predictors of Self-Assessed Mentoring Competence in Agricultural Faculty
Despite an overwhelming amount of research in recent years on the importance of mentoring in higher education, little data exists on what factors predict faculty self-evaluations of mentoring competence in agricultural faculty. This is important because as research on mentoring has increased there has been a proliferation of different training programs for faculty in academia to improve mentoring outcomes, with little regard for what variables predict self-perceived mentoring skill. This study used a cross-sectional survey design to collect faculty self-evaluations of mentoring competence from a national sample of agricultural faculty. Regression analysis was used to determine what factors, identified as potentially important from prior research, predicted positive self-evaluations of mentoring competence. Results showed that discipline self-efficacy, feelings of impostorism, average mentoring frequency, and prior mentor training were all significant predictors, while gender was almost significant. The implications of these findings and avenues for future research for mentoring in higher education are discussed.
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