Mentoring and Research Self-Efficacy of Doctoral Students: A Psychometric Approach

Effective mentoring is an integral component of the doctoral dissertation process. This study aimed to determine the psychometric properties of two questionnaires developed to assess research self-efficacy and the mentoring/supervision process. The sample comprised 1265 doctorate students (mean age...

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Autores: Amador-Campos, Juan Antonio, Peró Cebollero, Maribel, Feliu Torruella, Maria, Pérez González, Alba, Cañete Massé, Cristina, Jarne Esparcia, Adolfo José, Triadó Ivern, Xavier, Guàrdia Olmos, Joan
Formato: artículo
Estado:Versión publicada
Fecha de publicación:2023
País:España
Recursos:Universitat Oberta de Catalunya (UOC)
Repositorio:O2, repositorio institucional de la UOC
OAI Identifier:oai:openaccess.uoc.edu:10609/150397
Acesso em linha:http://hdl.handle.net/10609/150397
Access Level:acceso abierto
Palavra-chave:doctoral students
mentoring
research self-efficacy
questionnaires
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spelling Mentoring and Research Self-Efficacy of Doctoral Students: A Psychometric ApproachAmador-Campos, Juan AntonioPeró Cebollero, MaribelFeliu Torruella, MariaPérez González, AlbaCañete Massé, CristinaJarne Esparcia, Adolfo JoséTriadó Ivern, XavierGuàrdia Olmos, Joandoctoral studentsmentoringresearch self-efficacyquestionnairesEffective mentoring is an integral component of the doctoral dissertation process. This study aimed to determine the psychometric properties of two questionnaires developed to assess research self-efficacy and the mentoring/supervision process. The sample comprised 1265 doctorate students (mean age = 32.36 years; standard deviation = 8.20). Items in both questionnaires had adequate discrimination indexes and principal component analysis supported the unifactorial structure of each questionnaire, with adequate percentages of explained variance (47.5% and 60%, respectively). Reliability was good or excellent: α = 0.71 and α = 0.94. In the research self-efficacy questionnaire, there was a significant interaction between gender and year of doctoral studies. Men had higher scores in the first, second and third years of their doctoral studies than women, but this ranking was reversed for the fourth and fifth years. In the mentoring/supervision questionnaire, PhD students in their first year had a higher score than those in the third, fourth and fifth years, and students in the second year had a higher score than those in the fifth year. Understanding students’ perception of their research self-efficacy and the mentoring process is of great importance given the relationship between the mentoring process and students’ academic performance and personal well-being.MDPI AG202420242023info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttp://hdl.handle.net/10609/150397reponame:O2, repositorio institucional de la UOCinstname:Universitat Oberta de Catalunya (UOC)InglésEducation Sciences13;4http://creativecommons.org/licenses/by/3.0/es/info:eu-repo/semantics/openAccessoai:openaccess.uoc.edu:10609/1503972026-05-28T12:42:01Z
dc.title.none.fl_str_mv Mentoring and Research Self-Efficacy of Doctoral Students: A Psychometric Approach
title Mentoring and Research Self-Efficacy of Doctoral Students: A Psychometric Approach
spellingShingle Mentoring and Research Self-Efficacy of Doctoral Students: A Psychometric Approach
Amador-Campos, Juan Antonio
doctoral students
mentoring
research self-efficacy
questionnaires
title_short Mentoring and Research Self-Efficacy of Doctoral Students: A Psychometric Approach
title_full Mentoring and Research Self-Efficacy of Doctoral Students: A Psychometric Approach
title_fullStr Mentoring and Research Self-Efficacy of Doctoral Students: A Psychometric Approach
title_full_unstemmed Mentoring and Research Self-Efficacy of Doctoral Students: A Psychometric Approach
title_sort Mentoring and Research Self-Efficacy of Doctoral Students: A Psychometric Approach
dc.creator.none.fl_str_mv Amador-Campos, Juan Antonio
Peró Cebollero, Maribel
Feliu Torruella, Maria
Pérez González, Alba
Cañete Massé, Cristina
Jarne Esparcia, Adolfo José
Triadó Ivern, Xavier
Guàrdia Olmos, Joan
author Amador-Campos, Juan Antonio
author_facet Amador-Campos, Juan Antonio
Peró Cebollero, Maribel
Feliu Torruella, Maria
Pérez González, Alba
Cañete Massé, Cristina
Jarne Esparcia, Adolfo José
Triadó Ivern, Xavier
Guàrdia Olmos, Joan
author_role author
author2 Peró Cebollero, Maribel
Feliu Torruella, Maria
Pérez González, Alba
Cañete Massé, Cristina
Jarne Esparcia, Adolfo José
Triadó Ivern, Xavier
Guàrdia Olmos, Joan
author2_role author
author
author
author
author
author
author
dc.subject.none.fl_str_mv doctoral students
mentoring
research self-efficacy
questionnaires
topic doctoral students
mentoring
research self-efficacy
questionnaires
description Effective mentoring is an integral component of the doctoral dissertation process. This study aimed to determine the psychometric properties of two questionnaires developed to assess research self-efficacy and the mentoring/supervision process. The sample comprised 1265 doctorate students (mean age = 32.36 years; standard deviation = 8.20). Items in both questionnaires had adequate discrimination indexes and principal component analysis supported the unifactorial structure of each questionnaire, with adequate percentages of explained variance (47.5% and 60%, respectively). Reliability was good or excellent: α = 0.71 and α = 0.94. In the research self-efficacy questionnaire, there was a significant interaction between gender and year of doctoral studies. Men had higher scores in the first, second and third years of their doctoral studies than women, but this ranking was reversed for the fourth and fifth years. In the mentoring/supervision questionnaire, PhD students in their first year had a higher score than those in the third, fourth and fifth years, and students in the second year had a higher score than those in the fifth year. Understanding students’ perception of their research self-efficacy and the mentoring process is of great importance given the relationship between the mentoring process and students’ academic performance and personal well-being.
publishDate 2023
dc.date.none.fl_str_mv 2023
2024
2024
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10609/150397
url http://hdl.handle.net/10609/150397
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Education Sciences
13;4
dc.rights.none.fl_str_mv http://creativecommons.org/licenses/by/3.0/es/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by/3.0/es/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv MDPI AG
publisher.none.fl_str_mv MDPI AG
dc.source.none.fl_str_mv reponame:O2, repositorio institucional de la UOC
instname:Universitat Oberta de Catalunya (UOC)
instname_str Universitat Oberta de Catalunya (UOC)
reponame_str O2, repositorio institucional de la UOC
collection O2, repositorio institucional de la UOC
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,812455

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