Abstract Mentored research is critical for integrating undergraduates into the scientific community. Undergraduate researchers experience a variety of mentoring structures, including dyads (i.e., direct mentorship by faculty) and triads (i.e., mentorship by graduate or postdoctoral researchers [postgraduates] and faculty). Social capital theory suggests that these structures may offer different resources that differentially benefit undergraduates. To test this, we collected data from a national sample of more than 1,000 undergraduate life science researchers and used structural equation modeling to identify relationships between mentoring structures and indicators of integration into the scientific community. Undergraduates in dyads and triads with direct faculty interactions reported similar levels of science self-efficacy, scientific identity, and scholarly productivity, and higher levels of these outcomes than students in triads lacking faculty interactions. Undergraduates’ career intentions were unrelated to their mentoring structure, and their gains in thinking and working like scientists were higher if they interacted with both postgraduates and faculty.

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与与本科研究人员的积极成果相关的教师导师的直接联系

摘要 指导研究对于将本科生融入科学界至关重要。本科生研究人员经历了多种指导结构，包括双人组（即教师的直接指导）和三人组（即研究生或博士后研究人员 [研究生] 和教师的指导）。社会资本理论表明，这些结构可能提供不同的资源，使本科生受益。为了验证这一点，我们从 1,000 多名本科生命科学研究人员的全国样本中收集了数据，并使用结构方程模型来确定指导结构与融入科学界的指标之间的关系。直接与教师互动的二元组和三元组的本科生报告了相似水平的科学自我效能感、科学认同感、和学术生产力，以及与缺乏教师互动的三合会学生相比，这些成果的水平更高。本科生的职业意向与其导师结构无关，如果与研究生和教职员工互动，他们在像科学家一样思考和工作方面的收获会更高。