The Influence of Research Participation, Field of Study, and Gender on Research Self-Efficacy

Abstract

Undergraduate students who choose to work on research studies do so for a variety of reasons, such as developing research skills for their career and/or increasing their chances of gaining acceptance into graduate school. We believe there is a gap in the literature in exploring research self-efficacy beliefs of undergraduate students. With notable benefits from the research experience for graduate students, it is appropriate to study these factors in undergraduate students. The purpose of this study was to explore the influence of undergraduate research participation on research self-efficacy. Specifically, this study investigated how research self-efficacy beliefs of students who participated in research activities differed to the beliefs of students who had not participated in such activities, as well as explored differences in field of study (STEM and non-STEM) and gender. A total of 191 participants completed series of questionnaires including the Research Self-Efficacy Scale and the Academic Self-Concept Scale. Participants experience in research was also documented based on self-reported data. Results revealed that students who participate in undergraduate research activities have higher research self-efficacy than their peers who have not participated in such activities. Additionally, an association was found between research self-efficacy, academic self-concept, and GPA. Through research, students learn countless valuable research skills, have increased research self-efficacy, and we believe develop critical thinking skills. Theoretical and practical implications are discussed that may encourage future research studies and the implementation of research programs at higher education institutions.