Evidence map›Paper›PMID 41086409›Full record

ArticleCBE life sciences education2025

Seeing isn't believing? Mixed effects of a perspective-getting intervention to improve mentoring relationships for science doctoral students.

Trevor T Tuma, Heather N Fedesco, Emily Q Rosenzweig, Xiao-Yin Chen, Erin L Dolan

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in CBE life sciences education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

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.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

5 · Who and what money

Authors and funding

5 authors.

Trevor T TumaDepartment of Biochemistry and Molecular Biology, University of Georgia, Athens, GA 30602.
Heather N FedescoDepartment of Biochemistry and Molecular Biology, University of Georgia, Athens, GA 30602.
Emily Q RosenzweigDepartment of Human Development, Teachers College, Columbia University, New York, NY 10027.
Xiao-Yin ChenDepartment of Theory and Practice in Teacher Education, University of Tennessee, Knoxville, GA 37992.
Erin L DolanDepartment of Biochemistry and Molecular Biology, University of Georgia, Athens, GA 30602.

Funding

T32 Predoctoral training grant in geneticsT32GM007103 · NIGMS · UNIVERSITY OF GEORGIA (UGA) · PI DYER, KELLY A · 1985 to 2021
$5.9M
NIGMS NIH HHS T32 GM007103
6 · The paper itself

Abstract

Science doctoral students can experience negative interactions with faculty mentors and internalize these experiences, potentially leading to self-blame and undermining their research self-efficacy. Helping students perceive these interactions adaptively may protect their research self-efficacy and maintain functional mentoring relationships. We conducted a preregistered, longitudinal field experiment of a novel perspective-getting intervention combined with attribution retraining to help students avoid self-blame and preserve research self-efficacy. Science doctoral students (

Indexed as

Education, GraduateMentoringMentorsScienceStudentsAdultFemaleHumansMaleSelf Efficacy

Identifiers

PMID41086409
PMCPMC12667363

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

None linked

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.