How Graduate Student Mentorship Affects STEM Faculty Motivation for Research

• In Event: STEM Mentoring Practices and Diversity

Abstract

Research success of STEM faculty in postsecondary institutions today is strongly predicted by their motivation for research. This study sought to examine how STEM faculty motivation for research is affected by mentoring graduate students. This study employed structural equation modeling to investigate the relationship between faculty motivation for research and faculty-graduate student mentoring. Six hundred and fifty-one faculty members from 10 research university in the United States completed an online survey. Results showed faculty who enjoyed mentoring graduate students in research, felt skilled at mentorship, and believed they were successful mentors self-reported success in their own research. Correlations revealed faculty basic psychological needs for research related to their motivation for research, particularly autonomous motivation.

Authors

• Makinde Omojiba, University of North Dakota

• Robert H. Stupnisky, University of North Dakota