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National Resource Center for The First-Year Experience and Students in Transition

Publication Details

The Role of High School Research Experiences in Shaping Students’ Research Self-Efficacy and Preparation for Undergraduate Research Participation


Author(s): Swan, A. K., Inkelas, K. K., Jones, J. N., Pretlow, J., & Keller, T. F.

Citation: Swan, A. K., Inkelas, K. K., Jones, J. N., Pretlow, J., & Keller, T. F. (2018). The Role of High School Research Experiences in Shaping Students’ Research Self-Efficacy and Preparation for Undergraduate Research Participation. Journal of The First-Year Experience & Students in Transition, 30(1), 103-120.

 

Abstract

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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