Doctoral Students' Faculty and Peer Interaction Patterns: Relationships to Researcher Self-Efficacy and Skill Acquisition

• In Event: Graduate Student Experiences

Abstract

Using a national sample of 336 biology students, this study aimed (1) to classify doctoral student faculty and peer interaction patterns and (2) to investigate associations between students’ interaction classification and their demographic characteristics, research self-efficacy, and research performance. The findings revealed three distinct doctoral student faculty and peer interaction patterns throughout students’ second year of doctoral training: (a) high interaction with faculty and peers, (b) high interaction with peers only, and (c) low interaction with faculty and peers. Further, clear differences in class membership were apparent as a function of international student status. In addition, the association of greatest growth in research skills with high peer-only interaction provides a surprising reflection of the importance of peers in skill development.

Authors

• Soojeong Jeong, Utah State University

• Michelle A. Maher, University of Missouri - Kansas City

• David F. Feldon, Utah State University

• James Peugh, University of Virginia