ArticleJournal of microbiology & biology education2025
Exploring the relationship between autonomy, self-efficacy, and pedagogical discontentment of STEM graduate teaching assistants.
Article in Journal of microbiology & biology education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
3 citing papers in PubMed.
- Teaching critical and systems thinking early: building the cognitive infrastructure for informed judgment and responsible citizenship.Journal of microbiology & biology education · 2026Article
- A Professional Development Model for Training Biology GTAs in Equitable Teaching: Implementation and Evaluation at Two Minority-Serving Institutions.Integrative organismal biology (Oxford, England) · 2026Article
- Exploring the relationship between autonomy, self-efficacy, and pedagogical discontentment of STEM graduate teaching assistants.Journal of microbiology & biology education · 2025Article
Corrections and comments
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Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Many universities in the United States rely heavily on graduate teaching assistants (GTAs), especially for instruction in introductory courses and laboratory sections in science, technology, engineering, and mathematics (STEM) courses. Yet, little is known about how to support these unique instructors' teaching professional development (TPD). Prior research in K-12 contexts has proposed that when instructors with high self-efficacy experience pedagogical discontentment, this may motivate them to change their instructional practices or engagement in TPD programs. In contrast, instructors with low self-efficacy may engage in avoidance behaviors related to instructional change even when experiencing pedagogical discontentment. This research explored the role autonomy (control over what and how an instructor teaches) has on the interactions of self-efficacy, pedagogical discontentment, instructional change, and engagement in TPD. We hypothesized that GTAs with pedagogical discontentment and high self-efficacy might be motivated to engage in TPD programs and consider alternative instructional methods. We administered a cross-sectional survey to a sample of GTAs in biology, geology, chemistry, and mathematics (
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.