The Role of High School Research Experiences in Shaping Students' Research Self-Efficacy and Preparation for Undergraduate Research Participation
The effects of undergraduate research participation are well documented, but less is known about students' pathways into undergraduate research participation. This mixed-methods study explored the role of an International Baccalaureate research project in students' development of research self-efficacy in high school, and how this development influenced students' participation in undergraduate research. Social Cognitive Career Theory (Lent, Brown, & Hackett, 1994) was used to understand students' learning experiences and educational decision-making processes related to conducting research. Findings were based on analyses of data gathered through a survey, student records analysis, interviews, and focus groups. Findings of this study suggest that students' precollege research experiences enhance research self-efficacy, which leads to interest in and confidence with conducting research during college.
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Document Type: Research Article
Publication date: March 1, 2018
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- The Journal of The First-Year Experience and Students in Transition is a semiannual refereed journal providing current research on the first college year and other significant student transitions. The primary purpose of the Journal is to disseminate empirical research findings on student transition issues that inform practice in all sectors of postsecondary education, such as explorations into the academic, personal, and social experiences (including outcomes related to success, learning, and development) of students at a range of transition points throughout the college years; transition issues unique to specific populations (e.g., non-traditional, traditional, historically underrepresented students, transfer students, commuters, part-time students); and explorations of faculty development, curriculum, and pedagogical innovations connected to college transitions.
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