Date of Award
2017
Document Type
Dissertation
Publication Status
Version of Record
Submission Date
October 2026
Thesis/Dissertation Advisor [Chair]
DeDonno, Michael
Abstract
Current literature confirms that self-efficacy, academic self-concept, and participation in undergraduate research influence the academic performance and aspirations of students. However, a gap in the literature remains as research has yet to explore whether students who have participated in research have a higher sense of research self-efficacy and academic self-concept than students who have not participated in these activities. In addition, it is unknown whether undergraduate researchers pursuing STEM degrees differ from students pursuing non-STEM degrees, nor if they vary by gender. The purpose of this study was to investigate the research self-efficacy and academic self-concept of undergraduate researchers, compare these beliefs to nonresearchers, and to examine how these measures differ by gender and field of study (i.e. STEM and non-STEM fields) among undergraduate researchers. Additionally, this research identified various factors that predict research self-efficacy and academic selfconcept. This quantitative study was conducted at a public university located in the Southeast region of the United States. Using survey methods participants’ background information, academic self-concept, and research self-efficacy was collected. Participants were students who had participated in undergraduate research as well as students who had not participated in research activities. Both groups completed the same survey. This study gained insight into the research self-efficacy, academic self-concept, field of study, and gender differences among undergraduate researchers and how they compare to non-researchers. Research findings may assist colleges, universities, and offices that promote undergraduate research in recruiting students to participate in research activities. Findings also contribute to literature supporting undergraduate research as an element that contributes to student success in undergraduate education.
Extent
215 p.
Recommended Citation
Baker, Tracy N., "The Impact of Undergraduate Research Participation on Research Self-Efficacy" (2017). Electronic Theses and Dissertations 2010 - 2019. 1818.
https://digitalcommons.fau.edu/etd_general_6/1818
Identifier
FA00004968
Comments
Includes bibliography.|Dissertation (Ph.D.)--Florida Atlantic University, 2017.|FAU Electronic Theses and Dissertations Collection|Includes bibliography.