Author ORCID Identifier
Semester
Spring
Date of Graduation
2024
Document Type
Dissertation
Degree Type
PhD
College
College of Applied Human Sciences
Department
Not Listed
Committee Chair
John Campbell
Committee Co-Chair
Erin McHenry-Sorber
Committee Member
Nathan Sorber
Committee Member
Emidio Pistilli
Abstract
This exploratory sequential mixed-methods case study explores the relationship between perceived self-efficacy and faculty mentorship with biomedical sciences graduate students. The intent of the study was to understand the extent at which faculty mentorship contributes to self-efficacy development in the population of biomedical sciences doctoral students enrolled at a mid-Atlantic R1 institution. Data collected consisted of a survey assessing perceived self-efficacy and mentoring, interviews and documents. Data analysis explored themes related to the perceived academic and professional development of the students through their responses. The research highlights the significance of the mentor-mentee relationship and influence of the mentor on the professional and academic development of the graduate student. The study provides implications for practice related to the graduate student training process and discussions of strategies that promote graduate student persistence.
Recommended Citation
Ferguson, Connor Lynn, "The Influence of Faculty Mentorship on Graduate Student Development through the Lens of Self-Efficacy" (2024). Graduate Theses, Dissertations, and Problem Reports. 12355.
https://researchrepository.wvu.edu/etd/12355