Using factor analysis to validate the Clance Impostor Phenomenon Scale in sample of science, technology, engineering and mathematics doctoral students

2018 ◽  
Vol 121 ◽  
pp. 173-175 ◽  
Author(s):  
Marsha Simon ◽  
Youn-Jeng Choi
Keyword(s):  
Factor Analysis ◽  
Doctoral Students ◽  
Impostor Phenomenon ◽  
Science Technology ◽  
And Mathematics

scholarly journals Doctoral Advisor-Advisee Pairing in STEM Fields: Selection Criteria and Impact of Faculty, Student and Departmental Factors

10.28945/2302 ◽  
2015 ◽  
Vol 10 ◽  
pp. 343-363 ◽  
Author(s):  
Simy Joy ◽  
Xiang Fen Liang ◽  
Diana Bilimoria ◽  
Susan Perry
Keyword(s):  
Graduate Students ◽  
Doctoral Students ◽  
Selection Criteria ◽  
Doctoral Programs ◽  
Career Stage ◽  
American University ◽  
Research And Practice ◽  
Science Technology ◽  
And Mathematics ◽  
Time Of Admission

Unlike the doctoral programs in places where students are paired with advisors at the time of admission itself, most US programs require the students to choose their advisors, and the advisors to formally accept the students as advisees. Little research has been done to understand how students and faculty approach this mutual selection and pairing process. This paper examines this process in STEM departments (Science, Technology, Engineering and Mathematics), with specific focus on factors influencing the decisions. Based on focus groups and interviews of doctoral students and faculty from STEM departments in an American university, we identify criteria applied by students and faculty in making their choices. Students were found to assess faculty on available funding, area of research, personality, ability to graduate students fast, and career prospects for students, and faculty to assess students on their qualifications/credentials and perceived ability to contribute to research. We also found that this mutual assessment was not objective, but influenced by perceptions associated with faculty gender and career stage, and student nationality. In the end, whether students and faculty were actually paired with persons of their choice depended on departmental factors including prevalent pairing practices, restrictions on student numbers per faculty, and reward structure. We discuss implications of the findings for research and practice.

scholarly journals Antecedents of overtime work: The case of junior academics

2020 ◽  
Vol 34 (4) ◽  
pp. 371-397
Author(s):  
Irina Frei ◽  
Christian Grund
Keyword(s):  
Doctoral Students ◽  
Fixed Effects ◽  
Working Hours ◽  
Longitudinal Survey ◽  
Family Responsibilities ◽  
Overtime Work ◽  
Science Technology ◽  
Longitudinal Survey Data ◽  
Part Time ◽  
And Mathematics

Despite the ongoing public debate about precarious working conditions in academia, there is only little evidence on working hours and overtime work for the group of (non-tenured) junior academics. We make use of unique longitudinal survey data on the occupational situation and careers of doctoral students and doctorate holders in science, technology, engineering and mathematics fields in Germany. We find that overtime hours are less pronounced among firm employees holding a doctorate and among postdocs than they are among doctoral students. This result is prevalent both between individuals in the cross-section and with regard to individual fixed effects panel estimations. In contrast to firm employees, overtime hours are in a considerable way positively associated with part-time contracts for doctoral students. Furthermore, our results reveal that individuals’ career orientation is positively associated with extra hours. In contrast, individuals with family responsibilities spend significantly fewer hours at work.

scholarly journals A study of STEM Awareness Scale development for high school teachersOrtaöğretim öğretmenlerine yönelik FeTeMM Farkındalık Ölçeği (FFÖ) geliştirme çalışması

2017 ◽  
Vol 14 (3) ◽  
pp. 2436 ◽  
Author(s):  
Mustafa Çevik
Keyword(s):  
Factor Analysis ◽  
High Schools ◽  
Second Phase ◽  
Cronbach’S Alpha ◽  
Cronbach's Alpha ◽  
Expert Opinions ◽  
Third Phase ◽  
Science Technology ◽  
Confirmatory Factor ◽  
And Mathematics

The aim of this study is to develop a scale in order to identify science, technology, engineering and mathematics (STEM) awareness levels of teachers in science, technology, engineering and mathematics fields (mathematics, physics, chemistry, biology and information technology) in high schools. The research was conducted with 247 teachers working in high schools. 24 items were selected from the question pool created during the first phase of the study in line with expert opinions. Exploratory factor analysis (EFA) was conducted within the scope of validity studies. As the result of EFA, it was obtained that the scale consists of 3 sub-dimensions (“Effect to Students”, “Effect to Lessons”, “Effect to Teachers”) a 15-item scale consisting. In the second phase of the study, the 3 sub-dimensions was confirmed as a result of confirmatory factor analysis (CFA) with Lisrel 8.80 program. Cronbach’s Alpha reliability coefficient for the scale was .82; .81, .71 and .70 for each sub-dimension, respectively. In the third phase of the study, the test-retest method was applied, the standard deviation and mean of the scale were calculated as 0.52, 3.95 in the first application and 0.53, 3.91 in the second application.  Pearson's correlation coefficient was found to be significant at r = 0.615 and p = .001 level. As a result of the study, a valid and reliable scale, which can be used to determine the STEM awareness levels of the teachers in the field of STEM in high schools, has been developed.Extended English abstract is in the end of PDF (TURKISH) file. ÖzetBu çalışmanın amacı, ortaöğretim kurumlarında görev yapan fen, teknoloji, mühendislik ve matematik (FeTeMM) alanı öğretmenlerinin (matematik, fizik, kimya, biyoloji ve bilişim teknolojileri) FeTeMM farkındalık seviyelerini tespit etmek için bir ölçek geliştirmektir. Araştırma, ortaöğretim kurumlarında görev yapmakta olan 247 öğretmen ile gerçekleştirilmiştir. Çalışmanın ilk aşamasında oluşturulan soru havuzundan uzman görüşleri doğrultusunda 24 madde seçilmiştir. Geçerlik çalışmaları kapsamında açımlayıcı faktör analizi (AFA) gerçekleştirilmiştir. Analiz sonucunda, 3 alt boyuttan oluşan (“Öğrenciye Etkisi”, “Derse Etkisi” ve Öğretmene Etkisi ) 15 maddelik bir ölçek elde edilmiştir. Çalışmanın ikinci aşamasında, Lisrel 8.80 programı ile doğrulayıcı faktör analizi (DFA) ile 3 alt boyutlu olduğu  doğrulanmıştır. Cronbach's Alpha güvenirlik katsayısı ölçeğin bütünü için .82; alt boyutları için sırayla .81, .71 ve .70 tir. Çalışmanın üçüncü aşamasında ise test tekrar test yöntemi uygulanmış, birinci uygulamada ölçeğin standart sapması ve ortalaması 0.52, 3.95 olarak tespit edilmişken ikinci uygulamada 0.53, 3.91, olarak tespit edilmiştir.. Pearson korelasyon katsayısı ise r= 0.615 ve p=.001 düzeyinde anlamlı olduğu bulunmuştur. Çalışma sonucunda ortaöğretim kurumlarında görevli FeTeMM alanı öğretmenlerinin FeTeMM farkındalık düzeylerini belirlemek için kullanışlı geçerli ve güvenilir bir ölçek elde edilmiştir.

Tipping Points

2016 ◽  
Vol 20 (3) ◽  
pp. 286-307 ◽  
Author(s):  
Collin M. Ruud ◽  
Evthokia S. Saclarides ◽  
Casey E. George-Jackson ◽  
Sarah T. Lubienski
Keyword(s):  
Doctoral Students ◽  
Graduate Programs ◽  
Mixed Methods Study ◽  
Career Preparation ◽  
University Administrators ◽  
Doctoral Study ◽  
Student Relationships ◽  
Stem Programs ◽  
Science Technology ◽  
And Mathematics

This exploratory mixed-methods study examines factors contributing to doctoral students’ consideration of departure from their graduate programs with comparisons made by sex and affiliation with Science, Technology, Engineering, and Mathematics (STEM) programs. Logistic regression and qualitative analyses point to the importance of strong relationships with advisors and faculty, collegiality, and preparation for students’ desired careers. Yet, results also suggest that women in STEM may be less satisfied than their male peers with the advising and career preparation received. The findings propose that university administrators and faculty should foster better faculty–student relationships and help students make more informed decisions prior to entering doctoral study.

scholarly journals Searching for Metacognitive Generalities: Areas of Convergence in Learning to Write for Publication Across Doctoral Students in Science and Engineering

2021 ◽  
pp. 074108832098479
Author(s):  
Raffaella Negretti
Keyword(s):  
Doctoral Students ◽  
Course Completion ◽  
Rhetorical Strategies ◽  
Science And Engineering ◽  
Science Technology ◽  
Writing Course ◽  
Metacognitive Intervention ◽  
And Mathematics ◽  
And Control ◽  
Dynamic Interplay

What aspects of writing are doctoral students metacognitive about when they write research articles for publication? Contributing to the recent conversation about metacognition in genre pedagogy, this study adopts a qualitative approach to illustrate what students have in common, across disciplines and levels of expertise, and the dynamic interplay of genre knowledge and metacognition in learning to write for research. 24 doctoral students in STEM (science, technology, engineering, and mathematics) were recruited from subsequent runs of a genre-based writing course and were interviewed within a 2-year period when they submitted an article for publication, 3 to 11 months after course completion. Over time and across disciplines, doctoral students’ metacognition converges on four main themes: genre analysis as a “tool” to read and write, audience and the readers’ mind, rhetorical strategies, and the writing process. Furthermore, these themes are extensively combined in the students’ thinking, confirming conceptualizations of expertise as an integration of knowledge types. Metacognition of these themes invoked increased perceived confidence and control over writing, suggesting key areas where metacognitive intervention may be promising.

scholarly journals EXPLORATORY FACTOR ANALYSIS OF SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS CAREER INTEREST FOR PRE-SERVICE MATH AND SCIENCE TEACHERS: A CASE OF LAMPUNG UNIVERSITY, INDONESIA

2020 ◽  
Vol 17 (35) ◽  
pp. 282-292
Author(s):  
Sunyono SUNYONO ◽  
Lisa TANIA ◽  
Andrian SAPUTRA
Keyword(s):  
Factor Analysis ◽  
Science Teachers ◽  
Teacher Candidates ◽  
Natural Sciences ◽  
Career Interest ◽  
Science Technology ◽  
Life Problems ◽  
Confirmatory Factor ◽  
Stem Career ◽  
And Mathematics

STEM (Science, Technology, Engineering, and Math) learning approach integrates four disciplines, namely science, technology, engineering, and mathematics, in solving everyday life problems and giving many learning experiences to students. This study aimed to analyze career interest in the field of STEM for prospective Indonesian Mathematics and Natural Sciences (MIPA) teachers, studying the patterns of relationships between factors, preference levels, and what factors influence it. The research sample was 300 prospective MIPA teachers at the Faculty of Teacher Training and Education, Lampung University. This work involved several stages as (1) adapting and transliterating STEM career interests instruments based on literature sources, (2) analyzing content validity based on expert judgment, (3) spreading tools to research samples and (4) evaluating research data results, assessing bivariate correlations, and the level of interest preference. The data obtained were analyzed statistically using exploratory and confirmatory factor analysis techniques, reliability and variance analysis, and Pearson product-moment correlation. The research results showed information regarding the items in the questionnaire were grouped into four factors, namely engineering career attitude, mathematics career attitude, science career attitude, technology career attitude with loading factors ranging from 0.575 to 0.848. All these factors were able to explain the career attitude of STEM to the sum of 62.43%. The science and mathematics career attitude is the dominant preference for prospective students of Mathematics and Natural Sciences teachers to have a career in the future. Furthermore, the instruments used are valid and reliable to be used to analyze STEM career attitudes for Mathematics and Natural Sciences teacher candidates.

scholarly journals Transitions Across Multi-Worlds: Experiences of Chinese International Doctoral Students in STEM Fields

2021 ◽  
pp. 102831532110162
Author(s):  
Yibo Yang ◽  
Judith MacCallum
Keyword(s):  
Conceptual Framework ◽  
Doctoral Students ◽  
Three Dimensional ◽  
Social Worlds ◽  
Doctoral Study ◽  
Science Technology ◽  
International Doctoral Students ◽  
And Mathematics ◽  
The Relationship ◽  
Practical Implications

In the context of internationalization, this longitudinal qualitative study explores the diverse and challenging experiences of Chinese international doctoral students in science, technology, engineering, and mathematics. The endeavor is to identify factors that facilitate or constrain their successful completion of a PhD abroad over time. By incorporating a three-dimensional multi-world conceptual framework that highlights the relationship between an individual’s research, personal, and social worlds, this study identified six patterns of congruence or difference across the worlds and the corresponding transitions, illustrated with narratives for each pattern. Evidence shows that congruence of an individual’s multi-worlds facilitates, but difference does not necessarily mean constraint when differences are respected, understood, and accommodated. Rather, it is how the transitions are negotiated that is important for the success of transnational and transcultural PhD study. This article contributes a conceptual framework, empirical evidence, and practical implications to the understanding of doctoral study abroad experiences.

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