A Research Experience for American Indian Undergraduates: Utilizing an Actor-Partner Interdependence Model to Examine the Student-Mentor Dyad

Autor/inn/en	Griese, Emily R.; McMahon, Tracey R.; Kenyon, DenYelle Baete
Titel	A Research Experience for American Indian Undergraduates: Utilizing an Actor-Partner Interdependence Model to Examine the Student-Mentor Dyad
Quelle	In: Journal of Diversity in Higher Education, 10 (2017) 1, S.39-51 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8926
DOI	10.1037/a0040033
Schlagwörter	American Indian Students; Undergraduate Students; Models; Mentors; Role; Summer Programs; White Students; Interpersonal Relationship; Personal Autonomy; Resilience (Psychology); Academic Persistence; Experiential Learning; Allied Health Occupations Education; Seminars; School Community Programs; Internship Programs; Pretests Posttests; Surveys; Attitude Measures; Skill Development; Program Effectiveness; Knowledge Level; Structural Equation Models; Behavior Change; South Dakota + Suchen Sie Ihr Suchwort? Analogiemodell; Rollen; Sommerkurs; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Individuelle Autonomie; Experiental learning; Erfahrungsorientiertes Lernen; Seminar; Berufspraktische Ausbildung; Survey; Umfrage; Befragung; Kompetenzentwicklung; Qualifikationsentwicklung; Wissensbasis; South-Dakota
Abstract	The majority of research examining Undergraduate Research Experiences focuses singularly on student-reported outcomes, often overlooking assessment of the mentor role in student learning and outcomes after these experiences. The goal of the current study was to examine the student-mentor dyad at the beginning and end of a 10-week summer research experience for American Indian undergraduates utilizing a series of actor-partner interdependence models within SEM. Participants included 26 undergraduate interns (50% American Indian; 50% American Indian and White; M age = 24) and 27 mentors (89% White; M age = 47). Findings indicated that in accounting for all potential paths between students and mentors, the partner path between mentor beliefs at the beginning of the program and students' skills related to autonomy (ß = 0.59, p = 0.01) and academic resilience (ß = 0.44, p = 0.03) at the end of the program were significant. These findings suggest the important impact of mentor beliefs on student outcomes, a relationship that should be adequately assessed and continue to be important focus of undergraduate research experiences. Findings further indicate the important role of mentors for American Indian undergraduates. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01