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There are many research methods available to psychologists in their efforts to understand, describe, and explain behavior and the cognitive and biological processes that underlie it.
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Student Affect During an HBCU Summer Research Program.

Avis D Jackson1, Eric Pickering Boorman2, Farin Kamangar3

  • 1ASCEND Center for Biomedical Research, Morgan State University.

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|November 20, 2019
PubMed
Summary

Intensive summer research programs boost student self-efficacy. Analyzing student journals revealed positive affect and growth throughout the Summer Research Institute, demonstrating program effectiveness.

Keywords:
LIWCNIH BUILDcooperative learningemotionresearch training programsself-efficacy

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Area of Science:

  • Health Professions Education
  • Psychology
  • Research Training

Background:

  • Intensive summer research programs are popular for enhancing student self-efficacy.
  • The Summer Research Institute (SRI) at Morgan State University's NIH BUILD program employs an entrepreneurial approach for health research career preparation.
  • Bandura's self-efficacy theory (1977) informs the SRI curriculum, emphasizing mastery experiences and emotional arousal.

Purpose of the Study:

  • To qualitatively assess student affective changes over time during a summer research training program.
  • To evaluate the impact of program components on student affect and self-efficacy.
  • To explore the use of journal analysis for assessing research training program effectiveness.

Main Methods:

  • Qualitative assessment of bi-weekly journals from 28 students participating in the SRI.
  • Analysis of cumulative affective content and changes over the program duration.
  • Utilized Linguistic Inquiry Word Count (LIWC) to correlate affect fluctuations with program activities.

Main Results:

  • Students exhibited expected fluctuations between positive and negative affect throughout the program.
  • A significant increase in overwhelmingly positive affect was observed by the program's conclusion, particularly after final presentations.
  • LIWC analysis successfully mapped affective shifts to specific program activities, aiding interpretation.

Conclusions:

  • Journal analysis provides valuable insights into student affective responses within research training.
  • The SRI curriculum effectively fosters positive affect and likely contributes to increased self-efficacy.
  • This methodology offers a novel approach for evaluating the impact of research training programs.