Evaluating Research Self-Efficacy in Undergraduate Students: Experience Matters
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Published:
Mar 31, 2022
Keywords:
Research Self-Efficacy, Undergraduate Research Experience, Interest in Research, Hispanic Serving Institution-HSI, PUI
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Abstract
Beliefs about conducting research and completing major projects, such as master’s theses and dissertations, suggest that previous experience, guidance from a mentor, and cohesive teams are particularly important in boosting the confidence to conduct research in graduate students (research self-efficacy). Although these factors are also thought to be important for undergraduate students, much less is known about undergraduate interest in research and beliefs about conducting research. The purpose of the current study was to investigate the research self-efficacy of undergraduate students attending a minority- and first-generation-serving liberal arts institution. Over 500 undergraduate students attending a small private university in south Texas completed surveys regarding their interest in conducting research, research self-efficacy, and various research experiences. Seventy-one percent were female, 37% were freshman, and 58% majored in the Humanities and Social Sciences. Fifty-four present had never had a research experience other than completing a survey, whereas 17% had completed two or more research experiences. Greater interest in research was associated with higher levels of research self-efficacy. Students reporting research experiences were confident in their abilities to conduct research overall. Students with two or more experiences reported significantly higher levels of interest in research and research self-efficacy than students who had less or no experience. Qualitative analyses elucidated reasons for the observed differences. The results reinforce the need to expose undergraduate students to research across classes and disciplines and suggest participation in research pools can develop interest and beliefs about research.
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Manitzas Hill, H. M., Zwahr, J., & Gonzalez, III, A. (2022). Evaluating Research Self-Efficacy in Undergraduate Students: Experience Matters. Journal of the Scholarship of Teaching and Learning, 22(1). https://doi.org/10.14434/josotl.v22i1.31203
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References
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American Psychological Association. (2007). APA guidelines for the undergraduate psychology major. Washington, DC: Author. Retrieved December 12, 2007, from
www.apa.org/ed/psymajorguideline.pdf
Artino, A. R. (2012). Academic self-efficacy: from educational theory to instructional practice. Perspectives on Medical Education, 1, 76-85.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
Bieschke, K. J., Bishop, R. M., & Garcia, V. L. (1996). The utility of the Research Self-Efficacy Scale. Journal of Career Assessment, 4(1), 59-75. doi:10.1177/106907279600400104
Bishop, R. M., & Bieschke, K. J. (1998). Applying social cognitive theory to interest in research among counseling psychology doctoral students: A path analysis. Journal of Counseling Psychology, 45, 182–188.
Craney, C., McKay, T., Mazzeo, A., Morris, J., Prigodich, C., & De Groot, R. (2011). Cross-discipline perceptions of the undergraduate research experience. The Journal of Higher Education, 82, 92-113.
Forester, M., Kahn, J. H., & Hesson-McInnis, M. S. (2004). Factor structures of three measures of research self-efficacy. Journal of Career Assessment, 12, 3-16.
Frantz, K. J., De Haan, R. L., Demetrikopoulos, M. K., & Carruth, L. L. (2006). Routes to research for novice undergraduate neuroscientists. CBE Life Science Education, 5, 175–187.
Gelso, C. J., Mallinckrodt, B., & Judge, A. B. (1996). Research training environment, attitudes toward research, and research self-efficacy: The revised research training environment scale. The Counseling Psychologist, 24, 304-332.
Greeley, A. T., Johnson, E., Seem, S., Braver, M., Dias, L., Evans, K., et al. (1989). Research Self-Efficacy Scale. Unpublished scale, Pennsylvania State University.
Hathaway, R. S., Nagda, B. A., & Gregerman, S. R. (2002). The relationship of undergraduate research participation to graduate and professional education pursuit: an empirical study. Journal of College Student Development, 43, 614-631.
Holden, G., Barker, K., Meenaghan, T., & Rosenberg, G. (1999). Research self-efficacy. Journal of Social Work Education, 35, 463-476. doi:10.1080/10437797.1999.10778982
Hollingsworth, M. A., & Fassinger, R. E. (2002). The role of faculty mentors in the research training of counseling psychology doctoral students. Journal of Counseling Psychology, 49, 324-330.
Honicke, T., & Broadbent, J. (2016). The relation of academic self-efficacy to university student academic performance: A systematic review. Educational Research Review, 17, 63-84. http://dx.doi.org/10.1016/j.edurev.2015.11.002
Hunter, A. B., Laursen, S. L., & Seymour, E. (2007). Becoming a scientist: The role of undergraduate research in students' cognitive, personal, and professional development. Science Education, 91, 36-74.
Huss, M. T., Randall, B. A., Patry, M., Davis, S. F., & Hansen, D. J. (2002). Factors influencing self-rated preparedness for graduate school: A survey of graduate students. Teaching of Psychology, 29, 275-281.
Kahn, J. H. (2001). Predicting the scholarly activity of counseling psychology students: A refinement and extension. Journal of Counseling Psychology, 48, 1-11.
Kahn, J. J., & Scott, N. A. (1997). Predictors of research productivity and science-related career goals among counseling psychology doctoral students. The Counseling Psychologist, 25, 38-67.
Kraut, R., Olson, J., Banaji, M., Bruckman, A., Cohen, J., & Couper, M. (2004). Psychological research online: Report of board of scientific affairs' advisory group on the conduct of research on the internet. American Psychologist, 59, 105-117. http://dx.doi.org/10.1037/0003-066X.59.2.105
Love, K. M., Bahner, A. D., Jones, L. N., & Nilsson, J. E. (2007). An investigation of early research experience and research self-efficacy. Professional Psychology: Research and Practice, 38, 314-320.
Phillips, J. C., & Russell, R. K. (1994). Research self-efficacy, the research training environment, and research productivity among graduate students in counseling psychology. The Counseling Psychologist, 22, 628-641.
Prince, M. J., Felder, R. M., & Brent, R. (2007). Does faculty research improve undergraduate teaching? An analysis of existing and potential synergies. Journal of Engineering Education, 96(4), 283-294. doi:10.1002/j.2168-9830.2007.tb00939.x
Robbins, S. B., Lauver, K., Le, H., Davis, D., Langley, R., & Carlstrom, A. (2004). Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychological Bulletin, 130, 261-288.
Russell, S., Hancock, M., & McCullough, J. (2007). Benefits of undergraduate research experiences. Science, 316, 548–549.
Secret, M., Ford, J., & Rompf, E. L. (2003). Undergraduate research courses: A closer look reveals complex social work student attitudes. Journal of Social Work Education, 39, 411-422.
Schlosser, L. Z., & Gelso, C. J. (2001). Measuring the working alliance in advisor-advisee relationships in graduate school. Journal of Counseling Psychology, 48, 157-167.
Sizemore, O. J., & Lewandowski Jr, G. W. (2009). Learning might not equal liking: Research methods course changes knowledge but not attitudes. Teaching of Psychology, 36, 90-95.
Sullivan, M. P., & Lashley, S. L. (2009). Developing informed research participants in an introductory psychology participant pool. Teaching of Psychology, 36, 24-28.
Wayment, H. A., & Dickson, K. L. (2008). Increasing student participation in Undergraduate research benefits students, faculty, and department. Teaching of
Psychology, 35, 194-197.
American Psychological Association. (2007). APA guidelines for the undergraduate psychology major. Washington, DC: Author. Retrieved December 12, 2007, from
www.apa.org/ed/psymajorguideline.pdf
Artino, A. R. (2012). Academic self-efficacy: from educational theory to instructional practice. Perspectives on Medical Education, 1, 76-85.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
Bieschke, K. J., Bishop, R. M., & Garcia, V. L. (1996). The utility of the Research Self-Efficacy Scale. Journal of Career Assessment, 4(1), 59-75. doi:10.1177/106907279600400104
Bishop, R. M., & Bieschke, K. J. (1998). Applying social cognitive theory to interest in research among counseling psychology doctoral students: A path analysis. Journal of Counseling Psychology, 45, 182–188.
Craney, C., McKay, T., Mazzeo, A., Morris, J., Prigodich, C., & De Groot, R. (2011). Cross-discipline perceptions of the undergraduate research experience. The Journal of Higher Education, 82, 92-113.
Forester, M., Kahn, J. H., & Hesson-McInnis, M. S. (2004). Factor structures of three measures of research self-efficacy. Journal of Career Assessment, 12, 3-16.
Frantz, K. J., De Haan, R. L., Demetrikopoulos, M. K., & Carruth, L. L. (2006). Routes to research for novice undergraduate neuroscientists. CBE Life Science Education, 5, 175–187.
Gelso, C. J., Mallinckrodt, B., & Judge, A. B. (1996). Research training environment, attitudes toward research, and research self-efficacy: The revised research training environment scale. The Counseling Psychologist, 24, 304-332.
Greeley, A. T., Johnson, E., Seem, S., Braver, M., Dias, L., Evans, K., et al. (1989). Research Self-Efficacy Scale. Unpublished scale, Pennsylvania State University.
Hathaway, R. S., Nagda, B. A., & Gregerman, S. R. (2002). The relationship of undergraduate research participation to graduate and professional education pursuit: an empirical study. Journal of College Student Development, 43, 614-631.
Holden, G., Barker, K., Meenaghan, T., & Rosenberg, G. (1999). Research self-efficacy. Journal of Social Work Education, 35, 463-476. doi:10.1080/10437797.1999.10778982
Hollingsworth, M. A., & Fassinger, R. E. (2002). The role of faculty mentors in the research training of counseling psychology doctoral students. Journal of Counseling Psychology, 49, 324-330.
Honicke, T., & Broadbent, J. (2016). The relation of academic self-efficacy to university student academic performance: A systematic review. Educational Research Review, 17, 63-84. http://dx.doi.org/10.1016/j.edurev.2015.11.002
Hunter, A. B., Laursen, S. L., & Seymour, E. (2007). Becoming a scientist: The role of undergraduate research in students' cognitive, personal, and professional development. Science Education, 91, 36-74.
Huss, M. T., Randall, B. A., Patry, M., Davis, S. F., & Hansen, D. J. (2002). Factors influencing self-rated preparedness for graduate school: A survey of graduate students. Teaching of Psychology, 29, 275-281.
Kahn, J. H. (2001). Predicting the scholarly activity of counseling psychology students: A refinement and extension. Journal of Counseling Psychology, 48, 1-11.
Kahn, J. J., & Scott, N. A. (1997). Predictors of research productivity and science-related career goals among counseling psychology doctoral students. The Counseling Psychologist, 25, 38-67.
Kraut, R., Olson, J., Banaji, M., Bruckman, A., Cohen, J., & Couper, M. (2004). Psychological research online: Report of board of scientific affairs' advisory group on the conduct of research on the internet. American Psychologist, 59, 105-117. http://dx.doi.org/10.1037/0003-066X.59.2.105
Love, K. M., Bahner, A. D., Jones, L. N., & Nilsson, J. E. (2007). An investigation of early research experience and research self-efficacy. Professional Psychology: Research and Practice, 38, 314-320.
Phillips, J. C., & Russell, R. K. (1994). Research self-efficacy, the research training environment, and research productivity among graduate students in counseling psychology. The Counseling Psychologist, 22, 628-641.
Prince, M. J., Felder, R. M., & Brent, R. (2007). Does faculty research improve undergraduate teaching? An analysis of existing and potential synergies. Journal of Engineering Education, 96(4), 283-294. doi:10.1002/j.2168-9830.2007.tb00939.x
Robbins, S. B., Lauver, K., Le, H., Davis, D., Langley, R., & Carlstrom, A. (2004). Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychological Bulletin, 130, 261-288.
Russell, S., Hancock, M., & McCullough, J. (2007). Benefits of undergraduate research experiences. Science, 316, 548–549.
Secret, M., Ford, J., & Rompf, E. L. (2003). Undergraduate research courses: A closer look reveals complex social work student attitudes. Journal of Social Work Education, 39, 411-422.
Schlosser, L. Z., & Gelso, C. J. (2001). Measuring the working alliance in advisor-advisee relationships in graduate school. Journal of Counseling Psychology, 48, 157-167.
Sizemore, O. J., & Lewandowski Jr, G. W. (2009). Learning might not equal liking: Research methods course changes knowledge but not attitudes. Teaching of Psychology, 36, 90-95.
Sullivan, M. P., & Lashley, S. L. (2009). Developing informed research participants in an introductory psychology participant pool. Teaching of Psychology, 36, 24-28.
Wayment, H. A., & Dickson, K. L. (2008). Increasing student participation in Undergraduate research benefits students, faculty, and department. Teaching of
Psychology, 35, 194-197.