Current literature confirms that self-efficacy, academic self-concept, and
participation in undergraduate research influence the academic performance and
aspirations of students. However, a gap in the literature remains as research has yet to
explore whether students who have participated in research have a higher sense of
research self-efficacy and academic self-concept than students who have not participated
in these activities. In addition, it is unknown whether undergraduate researchers pursuing
STEM degrees differ from students pursuing non-STEM degrees, nor if they vary by
gender.
The purpose of this study was to investigate the research self-efficacy and
academic self-concept of undergraduate researchers, compare these beliefs to nonresearchers,
and to examine how these measures differ by gender and field of study (i.e.
STEM and non-STEM fields) among undergraduate researchers. Additionally, this research identified various factors that predict research self-efficacy and academic selfconcept.
This quantitative study was conducted at a public university located in the
Southeast region of the United States. Using survey methods participants’ background
information, academic self-concept, and research self-efficacy was collected.
Participants were students who had participated in undergraduate research as well as
students who had not participated in research activities. Both groups completed the same
survey. This study gained insight into the research self-efficacy, academic self-concept,
field of study, and gender differences among undergraduate researchers and how they
compare to non-researchers. Research findings may assist colleges, universities, and
offices that promote undergraduate research in recruiting students to participate in
research activities. Findings also contribute to literature supporting undergraduate
research as an element that contributes to student success in undergraduate education. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2017. / FAU Electronic Theses and Dissertations Collection
| Identifer | oai:union.ndltd.org:fau.edu/oai:fau.digital.flvc.org:fau_39819 |
| Contributors | Baker, Tracy N. (author), DeDonno, Michael (Thesis advisor), Florida Atlantic University (Degree grantor), College of Education, Department of Educational Leadership and Research Methodology |
| Publisher | Florida Atlantic University |
| Source Sets | Florida Atlantic University |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation, Text |
| Format | 215 p., application/pdf |
| Rights | Copyright © is held by the author, with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder., http://rightsstatements.org/vocab/InC/1.0/ |
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