Research skills and STEM undergraduate research students' aspirations for research careers: Mediating effects of research self‐efficacy
Abstract
Positive student outcomes of undergraduate research experiences (UREs) have been well documented, however, many studies have neglected the logical relationship among outcomes, the processes through which they are achieved, and the contextual and participant factors at play in UREs. This study uses structural equation modeling to explore these issues in a URE program. The study tested a hypothesized model of the mediating effect of participant research self‐efficacy on the relationship between their research skills and desire to persist in science. Results indicate that research skills and research self‐efficacy predict student aspirations for research careers, and that the effects of research skills are partially mediated through self‐efficacy beliefs. © 2013 Wiley Periodicals, Inc. J Res Sci Teach 50: 940–951, 2013
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Psychosocial factors such as science identity and research self-efficacy are predictive of increased persistence and academic achievement in STEM.
“Previous research has shown that psychosocial factors such as science identity and research self-efficacy are predictive of increased persistence and academic achievement in STEM (e.g., Lent et al., 1986, 2008; Marra et al., 2009; Estrada et al., 2011; Adedokun et al., 2013; Tate et al., 2014; Larson et al., 2015).”
From Outcomes and Processes in the Meyerhoff Scholars Program: STEM PhD Completion, Sense of Community, Perceived Program Benefit, Science Identity, and Research Self-Efficacy (2016) · cites this paper as Adedokun et al., 2013
Research/scientific self-efficacy is predictive of STEM degree completion and graduate school entry.
“which in turn is predictive of STEM degree completion and graduate school entry (e.g., Lent et al., 1986, 2008; Marra et al., 2009; Estrada et al., 2011; Adedokun et al., 2013; Tate et al., 2014; Larson et al., 2015).”
From Outcomes and Processes in the Meyerhoff Scholars Program: STEM PhD Completion, Sense of Community, Perceived Program Benefit, Science Identity, and Research Self-Efficacy (2016) · cites this paper as Adedokun et al., 2013
Research experience helps students to build up their science identity.
“Cumulative evidence suggests that research experience helps students to build up their science identity (e.g., Junge et al., 2010; Grunert and Bodner, 2011; Schultz et al., 2011; Thiry et al., 2011; Strawn and Livelybrooks, 2012; Adedokun et al., 2013; Merolla and Serpe, 2013).”
From Outcomes and Processes in the Meyerhoff Scholars Program: STEM PhD Completion, Sense of Community, Perceived Program Benefit, Science Identity, and Research Self-Efficacy (2016) · cites this paper as Adedokun et al., 2013
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Chang, M. J., Sharkness, J., Hurtado, S., & Newman, C. B. (2014) · Journal of Research in Science Teaching · doi:10.1002/tea.21146 · Cited by 506 · see citing works
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- Authors
- Adedokun, O. A., Bessenbacher, A. B., Parker, L. C., Kirkham, L. L., & Burgess, W. D.
- Affiliations
- Purdue University West Lafayette (US)
- Corresponding author
- Adedokun, Omolola A.
- Venue
- Journal of Research in Science Teaching
- Publisher
- Wiley
- Published
- 2013-08-12
- Volume
- 50
- Issue
- 8
- Pages
- 940-951
- ISSN
- 0022-4308 (ISSN-L)
- 1098-2736
- OpenAlex
- W1559723321
- Cited by
- 244
- References
- 6
- Citations by year
- 2026: 20 · 2025: 26 · 2024: 24 · 2023: 25 · 2022: 17 · 2021: 20 · 2020: 35 · 2019: 21 · 2018: 15 · 2017: 10 · 2016: 10 · 2015: 12 · 2014: 8
- FWCI
- 24.52
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Research in Science Teaching (publishedVersion)
- Topics
- Social Sciences › Safety Research › Career Development and Diversity
- Social Sciences › Education › Science Education and Pedagogy
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Keywords
- undergraduate research experience, research skills, research self-efficacy, career aspirations, STEM undergraduates, persistence in science, mediating effect
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