Situational Interview Based Investigation of Advisor-Advisee Conflict Communication in U.S. Chemistry Graduate Education

Autor/inn/en	Qu, Tingting; Harshman, Jordan
Titel	Situational Interview Based Investigation of Advisor-Advisee Conflict Communication in U.S. Chemistry Graduate Education
Quelle	In: Journal of Chemical Education, 99 (2022) 3, S.1400-1409 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.1c01117
Schlagwörter	Chemistry; Science Instruction; Doctoral Students; Interpersonal Communication; Power Structure; Teacher Student Relationship; Faculty Advisers; Conflict Resolution; Personality Traits; Graduate Study + Suchen Sie Ihr Suchwort? Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Interpersonale Kommunikation; Teacher student relationships; Lehrer-Schüler-Beziehung; Conflict solving; Konfliktlösung; Konfliktregelung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Aufbaustudium; Graduiertenstudium; Hauptstudium
Abstract	The central component of a chemistry PhD program is the research group, where advisors have significant impact on students' professional development and career path. Current literature indicates that communication issues of advisor-advisee relationships in some graduate programs arise because of the perceived power imbalance in advisor-advisee relationships and students' fear of advisors. These issues can negatively influence students' conflict communication behaviors to advisors, an area that has received little attention in the literature. This study aims to identify the various conflict communication behaviors of chemistry doctoral students and explore what factors affect these behaviors. Chemistry graduate students were asked to respond to an advisor-related conflict situation in whatever way they saw fit and justify why they would respond in that fashion. The results showed that, although most of participants desired to openly communicate with advisors to resolve this conflict, some participants looked for help from others to avoid direct contact with advisors. In addition, different communication behaviors were emphasized by participants when exemplifying how to resolve this conflict situation. Participants' justifications indicated that students' perceptions of advisors' personality, their relationships with advisors, and the power imbalance between them and their advisors justified their reported actions. These findings play an important role in understanding the advisor-advisee relationship for the betterment of these relationships in chemistry doctoral education. (As Provided).
Anmerkungen	Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01