A copy of this work was available on the public web and has been preserved in the Wayback Machine. The capture dates from 2022; you can also visit the original URL.
The file type is
Expectancy-value theory was used to explore how graduate teaching assistants (GTAs) value for teaching a course-based undergraduate research experience (CURE) impacts their motivation and perceptions of their role as CURE mentors. GTAs have varying perceptions of their role that do not closely correspond to their value for teaching CUREs.doi:10.1187/cbe.21-04-0106 pmid:34714689 pmcid:PMC8715784 fatcat:vk4f3ponhfdevo6s4xqo32xmty