Class
Article
College
Emma Eccles Jones College of Education and Human Services
Faculty Mentor
David Feldon
Presentation Type
Oral Presentation
Abstract
Using a national sample of 336 biology students, this study aimed (1) to classify doctpresentation students’ 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 doctpresentation student faculty and peer interaction patterns throughout students’ second year of doctpresentation 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.
Location
Room 154
Start Date
4-12-2018 10:30 AM
End Date
4-12-2018 11:45 AM
Doctoral Students’ Faculty and Peer Interaction Patterns: Relationships to Researcher Self-Efficacy and Skill Acquisition
Room 154
Using a national sample of 336 biology students, this study aimed (1) to classify doctpresentation students’ 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 doctpresentation student faculty and peer interaction patterns throughout students’ second year of doctpresentation 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.