Abstracts
Abstract
Despite its recognition as a high-impact practice, including student research in curricula per se does not guarantee meaningful research experiences or academic gains. Therefore, this study explored how the quality of institutional support affected students’ perceptions of gains and motivation associated with research. Using bivariate correlational analyses, ordinal logistic regression, and mediation analyses on self-reported data from 212 university students, evidence of the relationship between institutional support and research outcomes was obtained. Notably, the findings revealed a strong positive correlation between the research experiences offered and self-assessed gains in research skills and motivation. The gain ratings progressed proportionately to the evaluation of research experiences. Institutional support emerged as a key predictor of research skills mediated by motivation. While institutional type and academic achievement were not significantly associated with research skills ratings, students from teacher education institutions scored lower on perceived gains. In all, the findings underscore the importance of providing students with high-quality, accessible research experiences to enhance their academic and professional development.
Keywords:
- Student Research,
- Student Engagement,
- Institutional Support,
- Motivation
Appendices
Bibliography
- Bagaka’s, J. G., Badillo, N., Bransteter, I., & Rispinto, S. (2015). Exploring student success in a doctoral program: The power of mentorship and research engagement. International Journal of Doctoral Studies, 10, 323-342. http://ijds.org/Volume10/IJDSv10p323-342Bagaka1713.pdf
- Bandura, A. (1997). Self-efficacy: The exercise of control. Macmillan.
- Beckman, M., & Hensel, N. (2009). Making explicit the implicit: Defining undergraduate research. Council on Undergraduate Research Quarterly, 29(4).
- Behar‐Horenstein, L. S., Roberts, K. W., & Dix, A. C. (2010). Mentoring undergraduate researchers: An exploratory study of students’ and professors’ perceptions. Mentoring & Tutoring: Partnership in Learning, 18(3), 269–291. https://doi.org/10.1080/13611267.2010.492945
- Bender, C., Yaffee, K., & Lopatto, D. (2017). Undergraduate research abroad: Different program designs serve different needs. Council on Undergraduate Research Quarterly, 37(3). https://doi.org/10.18833/curq/37/3/1
- Blessinger, P., & Hensel, N. H. (2020). Undergraduate research as a high-impact educational practice. In N.H. Hensel and P. Blessinger (Eds), International perspectives on undergraduate research. Switzerland: Palgrave Macmillan. https://doi.org/10.1007/978-3-030-53559-9_1
- Brew, A., & Mantai, L. (2017). Academics’ perceptions of the challenges and barriers to implementing research-based experiences for undergraduates. Teaching in Higher Education, 22(5), 551–568. https://doi.org/10.1080/13562517.2016.1273216
- Buckley, J. A., Korkmaz, A., & Kuh, G. D. (2008, November). The disciplinary effects of undergraduate research experiences with faculty on selected student self-reported gains. Association for the Study of Higher Education Annual Conference.
- Chandrasekar, D., Aatman, A., Krishan, K., & Bhaskar, D. (2017). Learning through innovative undergraduate research: Enhancing college impact, professional development, and social outreach. DU Journal of Undergraduate Research and Innovation, 3(1), 26-42.
- Cresiski, R. H., Shi, Q., Thanki, S., & Navarrete, L. (2021). Undergraduate research at a teaching-oriented college: Seniors’ perspectives and approaches to consider. Journal of the Scholarship of Teaching and Learning, 21(1), 131-151. https://doi.org/10.14434/josotl.v21i1.30353
- Crowe, J., & Boe, A. (2019). Integrating undergraduate research into social science curriculum: Benefits and challenges of two models. Education Sciences, 9(4), 296. https://doi.org/10.3390/educsci9040296
- Deci, E. L., & Ryan, R. M. (Eds.). (2004). Handbook of self-determination research. University of Rochester Press.
- Deek, F., Briller, V., Friedman, R., Durga, M., & Joshi, K. (2003). Active research experience for undergraduates increases students' motivation and academic performance. In Proceedings of the 2003 ASEE annual conference and exposition (pp. 2187-2204).
- Dillon, H. E. (2020). Development of a mentoring course-based undergraduate research experience (M-CURE). Scholarship and Practice of Undergraduate Research, 3(4), 26-34. https://doi.org/ 10.18833/spur/3/4/7
- Douglass, J. A., & Zhao, C. M. (2013). Undergraduate research engagement at major US research universities. Research & Occasional Paper Series: CSHE. 14.13. Center for Studies in Higher Education.
- Dörnyei, Z., & Csizér, K. (2012). How to design and analyze surveys in second language acquisition research. In A. Mackey & S. Gass (Eds.), Research methods in second language acquisition: A practical guide (pp. 74–94). Oxford: Wiley-Blackwell. https://doi.org/10.1002/9781444347340.ch5
- Eagan, M. K., Hurtado, S., Chang, M. J., Garcia, G. A., Herrera, F. A., & Garibay, J. C. (2013). Making a difference in science education: The impact of undergraduate research programs. American Educational Research Journal, 50(4), 683-713. https://doi.org/10.3102/0002831213482038
- Fechheimer, M., Webber, K., & Kleiber, P. B. (2011). How well do undergraduate research programs promote engagement and success of students?. CBE—Life Sciences Education, 10(2), 156-163.
- Gignac, G. E. (2023). How2statsbook (Online Edition 2). Perth, Australia.
- Griffee, D. T. (2012). An introduction to second language research methods. TESL-EJ Publications.
- Haeger, H., Banks, J. E., Smith, C., & Armstrong-Land, M. (2020). What we know and what we need to know about undergraduate research. Scholarship and Practice of Undergraduate Research, 3(4), 62-69. https://doi.org/10.18833/spur/3/4/4
- Hayes, A. F. (2022). Counterfactual/potential outcomes “causal mediation analysis” with treatment by mediator interaction using PROCESS. Canadian Centre for Research Analysis and Methods Technical Report.
- Hu, S., Kuh, G. D., & Gayles, J. G. (2007). Engaging undergraduate students in research activities: Are research universities doing a better job? Innovative Higher Education, 32(3), 167-177. https://doi.org/10.1007/s10755-007-9043-y
- Jenkins, A. & Healey, M. (2011). Navigating between teaching, learning and inquiry: A continuation of the discussion begun by John Carfora and Michael Theall. The International HETL Review, 1(6), 35-43. http://hetl.org/2011/07/21/students-as-researchers/
- Jenkins, A., & Healey, M. (2015). Reshaping understandings, practices and policies to enhance the links between teaching and research. In P. John and J. Fanghanel (Eds.), Dimensions of marketisation in higher education (pp. 164-174). Routledge.
- Jenkins, A., & Healey, M. (2018). The role of academic developers in embedding high-impact undergraduate research and inquiry in mainstream higher education: Twenty years’ reflection. International Journal for Academic Development 23(1), 52-64. https://doi.org/10.1080/1360144X.2017.1412974
- Johnson, W. B., Behling, L. L., Miller, P., & Vandermaas-Peeler, M. (2015). Undergraduate research mentoring: Obstacles and opportunities. Mentoring & Tutoring: Partnership in Learning, 23(5), 441–453. https://doi.org/10.1080/13611267.2015.1126167
- Karukstis, K. K. (2019). Analysis of the undergraduate research movement: Origins, developments, and current challenges. Scholarship and Practice of Undergraduate Research, 3(2), 46–55. https:// doi.org/10.18833/spur/3/2/8
- Kinner, D., & Lord, M. (2018). Student-perceived gains in collaborative, course-based undergraduate research experiences in the geosciences. Journal of College Science Teaching, 48(2), 48–58. https://doi.org/10.2307/26616270
- Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Association of American Colleges and Universities.
- Kuh, G. D., Cruce, T. M., Shoup, R., Kinzie, J., & Gonyea, R. M. (2008). Unmasking the effects of student engagement on first-year college grades and persistence. The Journal of Higher Education, 79(5), 540-563.
- Lambie, G. W., Hayes, B. G., Griffith, C., Limberg, D., & Mullen, P. R. (2014). An exploratory investigation of the research self-efficacy, interest in research, and research knowledge of Ph.D. in education students. Innovative Higher Education, 39(2), 139-153. http://dx.doi.org/10.1007/s10755-013-9264-1
- Levrints, M. (2011). Developing motivation among pre-service foreign language teachers in Hungary [Формування мотивації до професійної педагогічної діяльності майбутніх фахівців іноземних мов в Угорщині]. Unpublished doctoral dissertation. Ternopil Volodymyr Htatiuk National Pedagogical University, Ukraine.
- Linn, M. C., Palmer, E., Baranger, A., Gerard, E., & Stone, E. (2015). Undergraduate research experiences: Impacts and opportunities. Science, 347(6222), 1261757. https://doi.org/10.1126/science.1261757
- Lopatto, D. (2007). Undergraduate research experiences support science career decisions and active learning. CBE—Life Sciences Education, 6(4), 297-306. https://doi.org/10.1187/cbe.07-06-0039.
- Lopatto, D. (2009). Science in solution. Tucson, AZ: Research Corporation for Science Advancement.
- Lopatto, D. (2010). Undergraduate research as a high-impact student experience. Peer review, 12(2), 27-31.
- Lőrincz, M. (2023). Language teaching challenges: A multilevel approach. Ferenc Rákóczi II Transcarpathian Hungarian College of Higher Education.
- Lőrincz, M. (2024). Language teaching challenges through the lens of corpus linguistics. TEFLIN Journal, 35(1), 41–66. http://dx.doi.org/10.15639/teflinjournal.v35i1/41-66
- Mieg, H. A., Ambos, E., Brew, A., Galli, D., & Lehmann, J. (Eds.). (2022). The Cambridge handbook of undergraduate research. Cambridge University Press.
- Padmaja, A., Laxmi Ramana, V.S.V., Reddy, P.R. (2015). Importance of research at undergraduate level. In R. Natarajan (Ed.), Proceedings of the International Conference on Transformations in Engineering Education. New Delhi: Springer. https://doi.org/10.1007/978-81-322-1931-6_101
- Parker, J. (2018). Undergraduate research, learning gain and equity: the impact of final year research projects. Higher Education Pedagogies, 3(1), 145-157. https://doi.org/10.1080/23752696.2018.1425097
- Povidaichyk, O., Vynogradova, O., Pavlyuk, T., Hrabchak, O., Savelchuk, I., & Demchenko, I. (2022). Research activities of students as a way to prepare them for social work: Adopting foreign experience in Ukraine. Revista Românească pentru Educaţie Multidimensională, 14(1), 312-327. https://doi.org/10.18662/rrem/14.1Sup1/553
- Seymour, E., Hunter, A. B., Laursen, S. L., & DeAntoni, T. (2004). Establishing the benefits of research experiences for undergraduates in the sciences: First findings from a three-year study. Science Education, 88(4), 493–534. https://doi.org/10.1002/sce.10131
- Walkington, H. (2015). Students as researchers: Supporting undergraduate research in the disciplines in higher education. The Higher Education Academy, 1, 1-34.
- Webber, K. L., Nelson Laird, T. F., & Brcka Lorenz, A. M. (2013). Student and faculty member engagement in undergraduate research. Research in Higher Education, 54, 227-249.
- Williams, N., Hussain, H., Manojkumar, P., & Thapa, A. (2016). An evaluation of a STEM summer undergraduate research internship scheme: Student-perceived learning gains. New Directions in the Teaching of Physical Sciences, 11(1), 1–9. https://doi.org/10.29311/ndtps.v0i11.581