The role of teachers’ direct and emotional mentoring in shaping undergraduates’ research aspirations: a social cognitive career theory perspective

• Published in: International journal of mentoring and coaching in education Vol. 14; no. 2; pp. 123 - 142
• Main Authors: Li, Haojun, Xu, Jun, Luo, Yuying, Wang, Chengliang
• Format: Journal Article
• Language: English
• Published: Bingley Emerald Publishing Limited 27.05.2025; Emerald Group Publishing Limited
• Subjects: Academic Achievement; Academic Advising; Advisors; Aspiration; Beliefs; Career advancement; Career Development; College students; Data Analysis; Direct Instruction; Doctoral Students; Education; Educational Quality; Educational Research; Expectation; Graduate students; Guidance; Individual Characteristics; Influence; Interpersonal Relationship; Learner Engagement; Learning; Learning Experience; Learning Motivation; Learning Theories; Mentors; Participation; Research Design; Research Skills; Scholarly publishing; Scientific Research; Self Efficacy; Social support; Structural equation modeling; Student Motivation; Teachers; Undergraduate Students; China; Undergraduate mentorship; Research aspiration; Mentor guidance; Mentoring relationships; Social cognitive career theory; Research self-efficacy
• ISSN: 2046-6854; 2046-6862
• DOI: 10.1108/IJMCE-07-2023-0064

PurposeThis study investigated the influence of teachers on undergraduate students’ development of research aspirations and the mechanisms behind this process.Design/methodology/approachEmploying social cognitive career theory, the study gathered data from 232 undergraduates, developed a structural equation model via the maximum likelihood method and executed empirical testing.FindingsThe findings reveal that neither direct nor emotional mentoring independently satisfies students’ needs for self-efficacy and aspiration in research nor significantly influences research interest. Specifically, the study demonstrates that (1) research self-efficacy, outcome expectations and research interest significantly shape research aspirations; (2) an overemphasis on direct mentoring might impede research aspiration development and (3) a focus on emotional mentoring, while overlooking direct mentoring, could result in diminished research self-efficacy.Originality/valueThis research pioneers a comprehensive analysis of the role of teachers in shaping undergraduate research aspirations through the lens of social cognitive career theory. It underscores the critical need to both balance mentoring approaches and foster intrinsic research motivation.