Growing and diversifying science, technology, engineering, and mathematics (STEM) professional communities is critically important. According to the Process Model of Mentoring Interactions, two areas of research can be leveraged in pursuit of this goal: mentoring and self-regulated learning (SRL). This study examined the mediating role of learning strategies in explaining how implicit theories of intelligence (mindset) and mentoring support predict academic achievement among university students (operationalized as highest degree attained). Participants (N = 1,094) were from historically underrepresented backgrounds pursuing an undergraduate STEM degree from one of 38 universities across the U.S. Longitudinal data were collected via biannual surveys (fall, spring semesters) to assess academic mindset, faculty mentoring, learning strategy use, and highest degree attained (measured by National Student Clearinghouse graduation/enrollment data). Parallel processes latent growth-curves in a structural equation modeling framework were used to test the mediating role of strategy use on academic achievement. Results showed that reported strategy use was stable over time and mediated the relationship between faculty mentoring support and highest degree attained. Both having a faculty mentor as an undergraduate (vs. not) and higher quality of mentor support predicted higher strategy use, which in turn predicted higher degree attainment. Mindset was unrelated to strategy use or academic achievement. This study is one of the first to empirically demonstrate one process by which mentoring leads to greater academic achievement: via students’ use of SRL strategies.

科学、技术、工程和数学 (STEM) 专业社区的发展和多样化至关重要。根据指导互动过程模型，可以利用两个研究领域来实现这一目标：指导和自我调节学习（SRL）。本研究探讨了学习策略在解释智力（心态）和指导支持的内隐理论如何预测大学生的学业成绩（可操作为获得的最高学位）方面的中介作用。参与者（N  = 1,094）来自历史上代表性不足的背景，正在美国 38 所大学之一攻读本科 STEM 学位。通过每两年一次的调查（秋季、春季学期）收集纵向数据，以评估学术心态、教师指导、学习策略的使用和获得的最高学位（根据国家学生信息交换所毕业/入学数据衡量）。使用结构方程建模框架中的并行过程潜在增长曲线来测试策略使用对学业成绩的中介作用。结果表明，报告的策略使用随着时间的推移保持稳定，并调节了教师指导支持和获得的最高学位之间的关系。作为本科生（与非本科生）拥有导师和更高质量的导师支持都预示着更高的策略使用，这反过来又预示着更高的学位获得。心态与策略的使用或学术成就无关。这项研究是第一个凭经验证明指导可以带来更大学术成就的过程的研究之一：通过学生使用 SRL 策略。