Longitudinal Changes in Research Self-Efficacy Among Bioscience Doctoral Students: Predictive Roles of Advising Support

• In Event: Self-Efficacy

Abstract

Using a latent growth modeling approach, the present study examines how bioscience doctoral students’ research efficacy changes over time. We also examine psychological and academic advising support as two potential predictors that may help increase students’ research self-efficacy. Results indicate that students’ research self-efficacy significantly increased during the three-year period of doctoral study. However, students’ rate of change in terms of research self-efficacy over time had nothing to do with initial levels of efficacy. Regarding the predictive roles of advising support, the rate of increase in students’ research self-efficacy over time was not affected by advisors’ psychological support. Moreover, the findings indicated that academic support provided by primary advisors was likely to slow down the upward trend of research self-efficacy.

Authors

• Soojeong Jeong, Utah State University

• David F. Feldon, Utah State University