Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Comparing Experimental Results: Student's t-Test01:09

Comparing Experimental Results: Student's t-Test

4.9K
The t-test is a statistical method used to compare the sample mean with a population mean or compare two means from two data sets. The test statistic is calculated from the standard deviation, mean, and number of measurements in the data set at a selected confidence interval and then compared to a table of critical values at this confidence level. If the test statistic is smaller than the critical value, the null hypothesis is accepted. In this case, we state that the difference between the...
4.9K
Study Design in Statistics01:15

Study Design in Statistics

9.9K
A study design is a set of techniques that allow a researcher to collect and analyze data from different variables defined for a specific research problem. Statistics is commonly for effective study design and more robust experiments,
Does aspirin reduce the risk of heart attacks? Is one brand of fertilizer more effective at growing roses than another? Is fatigue as dangerous to a driver as the influence of alcohol? Questions like these are answered using randomized experiments with proper...
9.9K
Theory of Attribution II: Kelley's Covariation Theory01:29

Theory of Attribution II: Kelley's Covariation Theory

491
Attribution theory plays a crucial role in social psychology, helping to explain how individuals interpret the causes of behavior. One prominent model within this field is Harold Kelley's covariation theory, which provides a systematic approach to determining whether internal traits or external circumstances drive a person's actions. The model posits that individuals rely on three key types of information—consensus, consistency, and distinctiveness—to make these judgments.Consensus:...
491
Controls in Experiments01:13

Controls in Experiments

15.0K
When conducting an experiment, it is crucial to have control to reduce bias and accurately measure the dependent variables. It also marks the results more reliable. Controls are elements in an experiment that have the same characteristics as the treatment groups but are not affected by the independent variable. By sorting these data into control and experimental conditions, the relationship between the dependent and independent variables can be drawn. A randomized experiment always includes a...
15.0K
Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing01:23

Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing

10.8K
Focusing involves centering a conversation on a message's critical elements or concepts. Focusing is valuable if the talk is vague or patients begin to repeat themselves. Sometimes, when patients are asked about their symptoms, they may go off-topic and try to tell their entire life story. Respectfully, the nurse should bring the conversation back into focus.
This therapeutic technique can also be used when a patient brings up pertinent information during a health-related conversation. The...
10.8K
Experimental Designs01:16

Experimental Designs

16.6K
An experimental design is a systematic process that allows researchers to evaluate the relationship between dependent and independent variables. There are three widely used types of experimental design - pre-experimental design, true experimental design, and quasi-experimental design. In pre-experimental design, the researcher compares the data before and after some interventions or treatments. The true-experimental design has more than one purposefully created group, a commonly measured...
16.6K

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Clinical Efficacy and Safety of Minimally Invasive Sacroiliac Joint Fusion: A Retrospective Cohort Study.

Cureus·2026
Same author

Correction: Salivary biomarkers of tactical athlete readiness: A systematic review.

PloS one·2026
Same author

Recreational runners with Achilles tendinopathy have symmetrical single leg hopping mechanics, and contact duration is associated with vertical stiffness.

BMC sports science, medicine & rehabilitation·2026
Same author

A Systematic Review and Meta-Analysis on the Impact of Military Foot Marches on Performance-Part 2: Cognitive Performance.

Journal of strength and conditioning research·2026
Same author

A Systematic Review and Meta-Analysis on the Impact of Military Foot Marches on Performance-Part 1: Physical Performance.

Journal of strength and conditioning research·2026
Same author

What Drives Change? Characterizing Scientific Self-Efficacy Development in Undergraduate Research Experiences.

CBE life sciences education·2026

Related Experiment Video

Updated: Jan 15, 2026

Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience
10:17

Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience

Published on: November 15, 2024

1.6K

Could Instructor Talk Drive CURE Effectiveness? A Comparative Study of Instructor Talk in Introductory Lab Courses.

Christopher James Zajic1, Kelly Subramanian2, Arnav Adulla1

  • 1Department of Biochemistry and Molecular Biology, University of Georgia, Athens GA 30602.

CBE Life Sciences Education
|January 13, 2026
PubMed
Summary

Course-based undergraduate research experiences (CUREs) use more instructor talk related to student motivation than traditional labs. This suggests instructor communication may explain how CUREs boost student engagement in science.

More Related Videos

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

4.4K
Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

4.1K

Related Experiment Videos

Last Updated: Jan 15, 2026

Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience
10:17

Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience

Published on: November 15, 2024

1.6K
Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

4.4K
Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

4.1K

Area of Science:

  • Biology Education Research
  • Undergraduate Science Education

Background:

  • Course-based undergraduate research experiences (CUREs) are believed to increase student motivation in science.
  • The specific mechanisms by which CUREs enhance motivation are not well understood.
  • Instructor communication styles may influence student motivational beliefs.

Purpose of the Study:

  • To characterize non-content-related instructor talk in CUREs versus non-CUREs.
  • To identify types of instructor talk related to student motivation (immediacy, self-efficacy, task values).

Main Methods:

  • Analyzed instructor talk in 48 introductory biology lab courses (24 CUREs, 24 non-CUREs).
  • Identified 14 types of instructor talk aligned with theories of immediacy, self-efficacy, and task values.
  • Compared the prevalence and variation of these talk types between CURE and non-CURE settings.

Main Results:

  • CURE instructors used more immediacy, self-efficacy, and task values talk compared to non-CURE instructors.
  • Significant variation in these motivational talk types was observed among CURE instructors.
  • Instructor talk related to student motivation was more common in CUREs.

Conclusions:

  • Motivational instructor talk is more prevalent in CUREs than non-CUREs.
  • The variability in CURE instructor talk necessitates further research to confirm its role in student motivation.
  • Non-content communication may be a key factor in CUREs' motivational impact.