Biology subjects

Chen, X.-Y.

Publications and source records attributed to Chen, X.-Y..

5 recordsLinked to original sources

bioRxiv2025

Family matters! The influence of family, peers, mentors, and professors on STEM college students motivational beliefs and career decision making

Support from family, peers, mentors, and professors has a crucial role in the development of students motivational beliefs about learning. However, the relative importance of each of these social supports in affecting students motivation, and the precise processes through which these social factors motivate students, are not well understood at the college level. The present study examined how family, peers, mentors, and professors shaped science, technology, engineering, and mathematics (STEM) college students motivational beliefs for career decision making, defining motivational beliefs in accordance with situated expectancy-value theory. We collected survey and open-ended responses from a large sample of college students (n = 2,229) in 42 unique STEM courses at a large, public southeastern university in the United States. We examined how, why, and for whom different social supports influenced students task-value and/or competence related motivational beliefs for career-decision making. Results indicated that students most often selected interactions with family members as influencing their career decision-making, both in terms of overall influences and as the strongest influence, relative to interactions with peers, mentors, or professors. For all social influences, most students reported being attracted in a positive way towards certain careers as a result of social interactions, as opposed to socializers making students disenchanted with careers. Most students described how social supports influenced motivational beliefs related to task values, with comparatively fewer referencing social influences on competence-related beliefs. Findings highlight the important role of multiple social supports, particularly family, in shaping students motivational beliefs and career decision-making throughout emerging adulthood. Educational Impact and Implications StatementPreparing a qualified and diverse STEM workforce requires a robust understanding of the factors that influence college students motivational beliefs and decisions about their career paths. We examined how, why, and for whom support from family, peers, mentors, and professors impacted STEM college students career motivation and decision making, using both qualitative and quantitative data. Results suggest that family plays a particularly crucial role in shaping college students career motivation, especially by helping them see the positive value of particular career paths. Findings help illustrate the importance of different kinds of social support in guiding career choices throughout emerging adulthood.

scientific communication and education↗

bioRxiv2024

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

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 pre-registered, 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 (n = 155) were randomly assigned to read about mentor perspectives on negative interactions (i.e., Perspective-getting Condition) or about mentoring with no mentor perspective (i.e., control condition). Contrary to our hypotheses, we found no main effects of the intervention on students self-blame or research self-efficacy. However, for students with lower pre-intervention mentorship relationship satisfaction, the intervention preserved research self-efficacy six months later. This study provides evidence that perspective getting may be protective for students who are most in need of relationship intervention. Educational Relevance and Implications StatementEffective mentoring relationships are fundamental for promoting the success of doctoral students in science, yet not all mentoring relationships are high quality. This study assessed the effectiveness of a brief perspective-getting intervention (where students are given the perspective of what it is like to be a research mentor) that aimed to protect science doctoral students from blaming themselves for negative interactions with faculty mentors and maintain their research self-efficacy. Results showed that on average across all students, the intervention did not affect students self-blame for negative interactions or their research self-efficacy. However, the intervention did help students with less satisfying mentoring relationships maintain their self-efficacy. Thus, perspective-getting shows some promise for protecting science doctoral students from harm that can be caused by negative interactions with faculty mentors.

scientific communication and education↗

bioRxiv2020

A non-enzymatic acetylation of lysine residues adversely affects the Rubisco activase protein stability

The post-translational modifications of non-histone (PTMs) proteins functions are crucial for the plant adaption to the changing environment. The Rubisco activase (RCA) plays a key role in the CO2 fixation through the Rubisco activation process. We reported that the RCA from tobacco leaf could be acetylated at several lysine residues including K126 and K164. The acetylation level changes under different light conditions (night and day) as well as under heat stress (45 {degrees}C). We further showed that the RCA can be non-enzymatically acetylated in vitro, especially by the acetyl-CoA (Ac-CoA) through direct interaction between them. Our results of the in vitro assay with deuterium labeled Ac-CoA (D2-Ac-CoA) show that the two conserved RCA lysine residues (K126 and K164) were acetylated by Ac-CoA, entraining a dramatic decline in its ATPase activity and a slight effect on the Rubisco activation process. Furthermore, we revealed that the higher RCA acetylation level induced its faster degradation in the chloroplast, which was not a direct consequence of ubiquitination. Eventually, our findings unraveled a new prominent role for the protein acetylation in modulating the RCA stability, which could certainly regulate the carbon assimilation efficiency towards a different energy status of the plants.

plant biology↗

bioRxiv2018

A draft reference genome sequence for Scutellaria baicalensis Georgi

Scutellaria baicalensis Georgi is an important medicinal plant used worldwide. Information about the genome of this species is important for scientists studying the metabolic pathways that synthesise the bioactive compounds in this plant. Here, we report a draft reference genome sequence for S. baicalensis obtained by a combination of Illumina and PacBio sequencing, which was assembled using 10 X Genomics and Hi-C technologies. We assembled 386.63 Mb of the 408.14 Mb genome, amounting to about 94.73% of the total genome size, and the sequences were anchored onto 9 pseudochromosomes with a super-N50 of 33.2 Mb. The reference genome sequence of S. baicalensis offers an important foundation for understanding the biosynthetic pathways for bioactive compounds in this medicinal plant and for its improvement through molecular breeding.

plant biology↗

bioRxiv2017

Strong positive biodiversity-productivity relationships in a subtropical forest experiment

Forest ecosystems contribute substantially to global terrestrial primary productivity and climate regulation, but, in contrast to grasslands, experimental evidence for a positive biodiversity-productivity relationship in highly diverse forests is still lacking1. Here, we provide such evidence from a large forest biodiversity experiment with a novel design2 in subtropical China. Productivity (stand-level tree basal area, aboveground volume and carbon and their annual increment) increased linearly with the logarithm of tree species richness. Additive partitioning3 showed that increasing positive complementarity effects combined with weakening negative selection effects caused a strengthening of the relationship over time. In 2-species mixed stands, complementary effects increased with functional distance and selection effects with vertical crown dissimilarity between species. Understorey shrubs reduced stand-level tree productivity, but this effect of competition was attenuated by shrub species richness, indicating that a diverse understorey may facilitate overall ecosystem functioning. Identical biodiversity-productivity relationships were found in plots of different size, suggesting that extrapolation to larger scales is possible. Our results highlight the potential of multi-species afforestation strategies to simultaneously contribute to mitigation of climate change and biodiversity restoration.

ecology↗