What Drives Change? Characterizing Scientific Self-Efficacy Development in Undergraduate Research Experiences
Qiyue Zhang1, Paul R Hernandez1,2, Benjamin S Listyg3
1Department of Educational Psychology (Research, Measurements & Statistics), Texas A&M University, College Station, 77843 TX.
CBE Life Sciences Education
|March 30, 2026
Summary
Undergraduate research experiences foster scientific self-efficacy. Engaging students in analytic tasks, not just research hours, significantly boosts their confidence in explaining results and collecting data.
Area of Science:
- STEM Education
- Psychology of Science
Background:
- Undergraduate research experiences (UREs) and course-based UREs (CUREs) are known to enhance students' scientific self-efficacy.
- However, the specific developmental trajectories and influencing factors of self-efficacy during these research opportunities remain unclear.
Purpose of the Study:
- To investigate the development of scientific self-efficacy in undergraduate students participating in UREs and CUREs.
- To differentiate between stable (trait-like) and dynamic (state-like) components of self-efficacy during research.
- To identify specific research activities that contribute to self-efficacy growth.
Main Methods:
- Collected scientific self-efficacy data from 765 students across nine universities over a single research term.
- Utilized latent state-trait theory-revised to analyze self-efficacy components.
- Surveyed students approximately 45 times to correlate research hours and task types with self-efficacy changes.
Main Results:
- Student scientific self-efficacy demonstrated moderate stability throughout the research term.
- Beliefs in data collection and results explanation abilities were the most dynamic aspects of self-efficacy.
- Completion of analytic research tasks significantly correlated with greater self-efficacy growth, whereas total research hours did not.
Conclusions:
- Analytic tasks are crucial for fostering scientific self-efficacy development in undergraduate research settings.
- Educational interventions within UREs and CUREs should prioritize the integration of analytical activities.
- Understanding the dynamic nature of self-efficacy can inform pedagogical strategies to maximize student growth.
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