QMCA Measurement Invariance Results.
<div><p>The underrepresentation of women and minority students in STEMM graduate programs remain a significant challenge, compounded by biases in traditional admissions processes and barriers to effective mentoring and retention. This study develops and validates the Quinn Miller Compete...
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2025
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| _version_ | 1852017079413112832 |
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| author | Joann Farrell Quinn (17405779) |
| author2 | Philip A. Cola (12540280) Melissa Cooper (13248918) Casey Miller (677470) |
| author2_role | author author author |
| author_facet | Joann Farrell Quinn (17405779) Philip A. Cola (12540280) Melissa Cooper (13248918) Casey Miller (677470) |
| author_role | author |
| dc.creator.none.fl_str_mv | Joann Farrell Quinn (17405779) Philip A. Cola (12540280) Melissa Cooper (13248918) Casey Miller (677470) |
| dc.date.none.fl_str_mv | 2025-09-02T17:43:16Z |
| dc.identifier.none.fl_str_mv | 10.1371/journal.pone.0328308.t007 |
| dc.relation.none.fl_str_mv | https://figshare.com/articles/dataset/QMCA_Measurement_Invariance_Results_/30035164 |
| dc.rights.none.fl_str_mv | CC BY 4.0 info:eu-repo/semantics/openAccess |
| dc.subject.none.fl_str_mv | Developmental Biology Science Policy Biological Sciences not elsewhere classified tested using exploratory invariance across gender confirmatory factor analyses diverse scientific community tool &# 8217 traditional admissions processes qmca &# 8217 applicants &# 8217 student development contexts stemm graduate students social behavioral competencies social intelligence minority students diverse samples tool designed survey tool xlink "> underrepresented groups success efforts study develops student retention stemm fields specifically explore significant challenge qmca aims qmca ), improve access holistic evaluation future research expert consultations ethnicity supporting empirical studies effective mentoring competencies crucial assess emotional achievement orientation |
| dc.title.none.fl_str_mv | QMCA Measurement Invariance Results. |
| dc.type.none.fl_str_mv | Dataset info:eu-repo/semantics/publishedVersion dataset |
| description | <div><p>The underrepresentation of women and minority students in STEMM graduate programs remain a significant challenge, compounded by biases in traditional admissions processes and barriers to effective mentoring and retention. This study develops and validates the Quinn Miller Competency Assessment (QMCA), a tool designed to assess emotional and social intelligence (ESI) competencies crucial for STEMM graduate student success. The QMCA was created through an iterative process involving literature review, expert consultations, and empirical studies. It evaluates five key competencies: self-awareness, self-control, adaptability, achievement orientation, and teamwork. The tool’s validity and reliability were tested using exploratory and confirmatory factor analyses on diverse samples of STEMM graduate students and applicants. Results demonstrated strong construct validity and reliability and invariance across gender and race/ethnicity supporting the QMCA’s use in both admissions and student development contexts, in conjunction with other measures. By enabling a more holistic evaluation of applicants’ competencies through an assessment that fairly and consistently evaluates individuals across demographic groups, the QMCA aims to improve access and retention for underrepresented groups in STEMM fields, fostering a more inclusive and diverse scientific community. Future research will specifically explore how the QMCA can enhance holistic evaluation processes and contribute to student retention and success efforts. Additionally, we will test its applicability across broader disciplines.</p></div> |
| eu_rights_str_mv | openAccess |
| id | Manara_8fffc8e50c19e45c3df2b8f38ef0af50 |
| identifier_str_mv | 10.1371/journal.pone.0328308.t007 |
| network_acronym_str | Manara |
| network_name_str | ManaraRepo |
| oai_identifier_str | oai:figshare.com:article/30035164 |
| publishDate | 2025 |
| repository.mail.fl_str_mv | |
| repository.name.fl_str_mv | |
| repository_id_str | |
| rights_invalid_str_mv | CC BY 4.0 |
| spelling | QMCA Measurement Invariance Results.Joann Farrell Quinn (17405779)Philip A. Cola (12540280)Melissa Cooper (13248918)Casey Miller (677470)Developmental BiologyScience PolicyBiological Sciences not elsewhere classifiedtested using exploratoryinvariance across genderconfirmatory factor analysesdiverse scientific communitytool &# 8217traditional admissions processesqmca &# 8217applicants &# 8217student development contextsstemm graduate studentssocial behavioral competenciessocial intelligenceminority studentsdiverse samplestool designedsurvey toolxlink ">underrepresented groupssuccess effortsstudy developsstudent retentionstemm fieldsspecifically exploresignificant challengeqmca aimsqmca ),improve accessholistic evaluationfuture researchexpert consultationsethnicity supportingempirical studieseffective mentoringcompetencies crucialassess emotionalachievement orientation<div><p>The underrepresentation of women and minority students in STEMM graduate programs remain a significant challenge, compounded by biases in traditional admissions processes and barriers to effective mentoring and retention. This study develops and validates the Quinn Miller Competency Assessment (QMCA), a tool designed to assess emotional and social intelligence (ESI) competencies crucial for STEMM graduate student success. The QMCA was created through an iterative process involving literature review, expert consultations, and empirical studies. It evaluates five key competencies: self-awareness, self-control, adaptability, achievement orientation, and teamwork. The tool’s validity and reliability were tested using exploratory and confirmatory factor analyses on diverse samples of STEMM graduate students and applicants. Results demonstrated strong construct validity and reliability and invariance across gender and race/ethnicity supporting the QMCA’s use in both admissions and student development contexts, in conjunction with other measures. By enabling a more holistic evaluation of applicants’ competencies through an assessment that fairly and consistently evaluates individuals across demographic groups, the QMCA aims to improve access and retention for underrepresented groups in STEMM fields, fostering a more inclusive and diverse scientific community. Future research will specifically explore how the QMCA can enhance holistic evaluation processes and contribute to student retention and success efforts. Additionally, we will test its applicability across broader disciplines.</p></div>2025-09-02T17:43:16ZDatasetinfo:eu-repo/semantics/publishedVersiondataset10.1371/journal.pone.0328308.t007https://figshare.com/articles/dataset/QMCA_Measurement_Invariance_Results_/30035164CC BY 4.0info:eu-repo/semantics/openAccessoai:figshare.com:article/300351642025-09-02T17:43:16Z |
| spellingShingle | QMCA Measurement Invariance Results. Joann Farrell Quinn (17405779) Developmental Biology Science Policy Biological Sciences not elsewhere classified tested using exploratory invariance across gender confirmatory factor analyses diverse scientific community tool &# 8217 traditional admissions processes qmca &# 8217 applicants &# 8217 student development contexts stemm graduate students social behavioral competencies social intelligence minority students diverse samples tool designed survey tool xlink "> underrepresented groups success efforts study develops student retention stemm fields specifically explore significant challenge qmca aims qmca ), improve access holistic evaluation future research expert consultations ethnicity supporting empirical studies effective mentoring competencies crucial assess emotional achievement orientation |
| status_str | publishedVersion |
| title | QMCA Measurement Invariance Results. |
| title_full | QMCA Measurement Invariance Results. |
| title_fullStr | QMCA Measurement Invariance Results. |
| title_full_unstemmed | QMCA Measurement Invariance Results. |
| title_short | QMCA Measurement Invariance Results. |
| title_sort | QMCA Measurement Invariance Results. |
| topic | Developmental Biology Science Policy Biological Sciences not elsewhere classified tested using exploratory invariance across gender confirmatory factor analyses diverse scientific community tool &# 8217 traditional admissions processes qmca &# 8217 applicants &# 8217 student development contexts stemm graduate students social behavioral competencies social intelligence minority students diverse samples tool designed survey tool xlink "> underrepresented groups success efforts study develops student retention stemm fields specifically explore significant challenge qmca aims qmca ), improve access holistic evaluation future research expert consultations ethnicity supporting empirical studies effective mentoring competencies crucial assess emotional achievement orientation |