Fluctuating Team Science: Perceiving Science as Collaborative Improves Science Motivation


Jill Allen, Jessi L. Smith, Dustin B. Thoman, Ryan W. Walters


Motivation science


Scientific research is viewed as uncollaborative; yet little is known regarding when, and for whom, such perceptions emerge and whether these fluctuating perceptions matter. We investigated students’ development of perceiving research as a collaborative, team-based endeavor and the resulting motivational consequences. Among 522 biomedical RAs across 10 universities/colleges, longitudinal analysis showed that after only a short exposure to research, students’ social-collaborative science perceptions decreased. This is troubling given our results showing greater social-collaborative science perceptions predicted enhanced intrinsic interest in science over time, which in turn predicted greater intentions to attend a biomedical graduate program. Using an intersectionality lens, we also found ethnic minority women (compared to other groups) showed the most stability in social-collaborative science perceptions over time. Results underscore the potential impact of mentors creating an inclusive team science environment early in students’ training to discourage “opting out” of science. We discuss implications for broadening participation in the scientific workforce.



How is this information collected?

This collection of Montana State authored publications is collected by the Library to highlight the achievements of Montana State researchers and more fully understand the research output of the University. They use a number of resources to pull together as complete a list as possible and understand that there may be publications that are missed. If you note the omission of a current publication or want to know more about the collection and display of this information email Leila Sterman.