教师的直接指导和情感指导在塑造大学生科研抱负中的作用:社会认知职业理论视角

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH
Haojun Li, Jun Xu, Yuying Luo, Chengliang Wang
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引用次数: 0

摘要

研究结果研究结果表明,无论是直接指导还是情感指导,都不能独立满足学生对科研自我效能感和科研抱负的需求,也不能显著影响科研兴趣。具体而言,研究表明:(1) 研究自我效能感、成果预期和研究兴趣对研究志向的形成有重要影响;(2) 过分强调直接指导可能会阻碍研究志向的发展;(3) 关注情感指导而忽视直接指导可能会导致研究自我效能感的降低。它强调了平衡指导方法和培养内在研究动力的迫切需要。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The role of teachers’ direct and emotional mentoring in shaping undergraduates’ research aspirations: a social cognitive career theory perspective

Purpose

This study investigated the influence of teachers on undergraduate students’ development of research aspirations and the mechanisms behind this process.

Design/methodology/approach

Employing social cognitive career theory, the study gathered data from 232 undergraduates, developed a structural equation model via the maximum likelihood method and executed empirical testing.

Findings

The findings reveal that neither direct nor emotional mentoring independently satisfies students’ needs for self-efficacy and aspiration in research nor significantly influences research interest. Specifically, the study demonstrates that (1) research self-efficacy, outcome expectations and research interest significantly shape research aspirations; (2) an overemphasis on direct mentoring might impede research aspiration development and (3) a focus on emotional mentoring, while overlooking direct mentoring, could result in diminished research self-efficacy.

Originality/value

This research pioneers a comprehensive analysis of the role of teachers in shaping undergraduate research aspirations through the lens of social cognitive career theory. It underscores the critical need to both balance mentoring approaches and foster intrinsic research motivation.

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来源期刊
CiteScore
2.90
自引率
33.30%
发文量
19
期刊介绍: The International Journal of Mentoring and Coaching in Education (IJMCE) publishes cutting edge research, theoretical accounts and emerging issues of mentoring and coaching in educational contexts, including schools, colleges and universities. IJMCE provides global insights and critical accounts of how mentoring and coaching are evolving on a global platform evidencing their situated nature and generic characteristics. This unique journal highlights what is recognised as effective and less effective practice in specific contexts, as well as demonstrating why this is so and discussing possible transferability to other contexts. Coverage includes, but is not limited to: Pre-service teacher education, New teacher induction and early professional learning, Teachers’ CPD provision, Educational technology provision, Educational leadership, Pre-school education and care, School/FE and HE education, Undergraduate student tuition, Postgraduate student tuition, Educational consultancy services, Children’s support services, Adult learning services.
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