Longitudinal associations among undergraduates' research experience, self-efficacy, and identity

Journal of Research in Science Teaching

Volumn 52, Issue 6, 2015, Pages 847-867

  Robnett, Rachael D ^a   Chemers, Martin M ^b   Zurbriggen, Eileen L ^b  

^a UNIVERSITY OF NEVADA   (United States)

^b UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

academic identity; efficacy; longitudinal; research experience; undergraduate education

Indexed keywords

RESEARCH;

ACADEMIC IDENTITY; EFFICACY; LONGITUDINAL; RESEARCH EXPERIENCE; UNDERGRADUATE EDUCATION;

EDUCATION;

EID: 84935740815     PISSN: 00224308     EISSN: 10982736     Source Type: Journal    
DOI: 10.1002/tea.21221     Document Type: Article

References (66)

1. Adedokun, O. A., Bessenbacher, A. B., Parker, L. C., Kirkham, L. L., &, Burgess, W. D., (2013). Research skills and STEM undergraduate research students' aspirations for research careers: Mediating effects of research self-efficacy. Journal of Research in Science Teaching, 50, 940-951. doi: 10.1002/tea.21102
2. American Association of University Women. (2010). Why so few? Women in science, technology, engineering, and mathematics. Washington, DC: Author.
3. Arnett, J. J,. (2004). Emerging adulthood: The winding road from the late teens through the twenties. New York: Oxford University Press.
4. Aschbacher, P. R., Li, E., &, Roth, E. J., (2010). Is science me? High school students' identities, participation, and aspirations in science, engineering, and medicine. Journal of Research in Science Teaching, 47, 564-582. doi: 10.1002/tea.20353
5. Azmitia, M., Cooper, C. R., &, Brown, J. R., (2009). Support and guidance from families, friends, and teachers in Latino early adolescents' math pathways. The Journal of Early Adolescence, 29, 142-169. doi: 10.1177/0272431608324476
6. Bandura, A,. (1997). Self-efficacy: The exercise of control. New York: Freeman.
7. Barlow, A. E. L., &, Villarejo, M., (2004). Making a difference for minorities: Evaluation of an educational enrichment program. Journal of Research in Science Teaching, 41, 861-881. doi: 10.1002/tea.20029
8. Baron, R. M., &, Kenny, D. A., (1986). The moderator-mediator variable distinction in social psychology and statistical considerations. Journal of Personality and Social Psychology, 51, 1173-1182.
9. Bhattacharyya, G., &, Bodner, G. M., (2014). Culturing reality: How organic chemistry graduate students develop into practitioners. Journal of Research in Science Teaching, 51, 694-713. doi: 10.1002/tea.21157
10. Bond, T., &, Fox, C. M,. (2007). Applying the Rasch model: Fundamental measurement in the human sciences. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
11. Boone, W. J., Townsend, J. S., &, Staver, J., (2010). Using Rasch theory to guide the practice of survey development and survey data analysis in science education and to inform science reform efforts: An exemplar utilizing STEBI self-efficacy data. Science Education, 95, 258-280. doi: 10.1002/sce.20413
12. Brickhouse, N. W., Lowery, P., &, Schultz, K., (2000). What kind of a girl does science? The construction of school science identities. Journal of Research in Science Teaching, 37, 441-458.
13. Brown, S. D., Lent, R. W., Ryan, N. E., &, McPartland, E. B., (1996). Self-efficacy as an intervening mechanism between research training environments and scholarly productivity: A theoretical and methodological extension. The Counseling Psychologist, 24, 535-544. doi: 10.1177/0011000096243012
14. Carlone, H. B., &, Johnson, A., (2007). Understanding the science experiences of successful women of color: Science identity as an analytic lens. Journal of Research in Science Teaching, 44, 1187-1218. doi: 10.1002/tea.20237
15. Chang, M. J., Sharkness, J., Hurtado, S., &, Newman, C. B., (2014). What matters in college for retaining aspiring scientists and engineers from underrepresented racial groups. Journal of Research in Science Teaching, 51, 555-580. doi: 10.1002/tea.21146
16. Charney, J., Hmelo-Silver, C. E., Sofer, W., Neigeborn, L., Coletta, S., &, Nemeroff, M., (2007). Cognitive apprenticeship in science through immersion in laboratory practices. International Journal of Science Education, 29, 195-213. doi: 10.1080/09500690600560985
17. Chemers, M. M., Hu, L., &, Garcia, B. F., (2001). Academic self-efficacy and first year college student performance and adjustment. Journal of Educational Psychology, 93, 55-64. doi: 10.1037/0022-0663.93.1.55
18. Chemers, M. M., Zurbriggen, E. L., Syed, M., Goza, B. K., &, Bearman, S., (2011). The role of efficacy and identity in science career commitment among underrepresented minority students. Journal of Social Issues, 67, 469-491. doi: 10.1111/j.1540-4560.2011.01710.x
19. Chin, C. A., &, Malhotra, B. A., (2002). Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks. Science Education, 86, 175-218. doi: 10.1002/sce.10001
20. Cohen, G. L., &, Garcia, J., (2008). Identity, belonging, and achievement: A model, interventions, implications. Current Directions in Psychological Science, 17, 365-369. doi: 10.1111/j.1467-8721.2008.00607.x
21. Cole, D. A., &, Maxwell, S. E., (2003). Testing mediation models with longitudinal data: Questions and tips in the use of structural equation modeling. Journal of Abnormal Psychology, 112, 558-577. doi: 10.1037/0021-843X.112.4.558
22. Eccles, J. S., &, Wigfield, A., (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132. doi: 10.1146/annurev.psych.53.100901.135153
23. Ericsson, K. A., &, Simon, H. A., (1998). How to study thinking in everyday life: Contrasting think-aloud protocols with descriptions and explanations of thinking. Mind, Culture, and Activity, 5, 178-186. doi: 10.1207/s15327884mca0503-3
24. Erikson, E. E,. (1968). Identity: Youth and crisis. New York: Norton.
25. Estrada, M., Woodcock, A., Hernandez, P. R., &, Schultz, P. W., (2010). Toward a model of social influence that explains minority student integration into the scientific community. Journal of Educational Psychology, 103, 206-222. doi: 10.1037/a0020743
26. Gelso, C. J., Baumann, E. C., Chui, H. T., &, Savela, A. E., (2013). The making of a scientist-psychotherapist: The research training environment and the psychotherapist. Psychotherapy, 50, 139-149. doi: 10.1037/a0028257
27. Graham, M. J., Frederick, J., Byars-Winston, A., Hunter, A., &, Handelsman, J., (2013). Increasing persistence of college students in STEM. Science, 341, 1455-1456. doi: 10.1126/science.1240487
28. Grotevant, H. D., &, Cooper, C. R., (1986). Exploration as a predictor of congruence in adolescents' career choices. Journal of Vocational Behavior, 29, 201-215. doi: 10.1016/0001-8791(86)90004-7
29. Handelsman, J., Cantor, N., Carnes, M., Denton, D., Fine, E., Grosz, B.,., Sheridan, J., (2005). More women in science. Science, 309, 1190-1191. doi: 10.1126/1113252
30. Handelsman, J., Ebert-May, D., Beichner, R., Bruns, P., Chang, A., DeHaan, R., et al., (2004). Scientific teaching. Science, 304, 521-522.
31. Hazari, Z., Sonnert, G., Sadler, P., &, Shanahan, M., (2010). Connecting high school physics experiences, outcome expectations, physics identity, and physics career choice: A gender study. Journal of Research in Science Teaching, 47, 978-1003. doi: 10.1002/tea.20363
32. Hill Collins, P., (1986). Learning from the outsider within: The sociological significance of Black feminist thought. Social Problems, 33, 13-32.
33. Hunter, A., Laursen, S. L., &, Seymour, E., (2006). Becoming a scientist: The role of undergraduate research in students' cognitive, personal, and professional development. Science Education, 91, 36-74. doi: 10.1002/sce
34. Johnson, A. C., (2007). Unintended consequences: How science professors discourage women of color. Science Education, 91, 805-821. doi: 10.1002/sce
35. Kardash, C. M., (2000). Evaluation of an undergraduate research experience: Perceptions of undergraduate interns and their faculty mentors. Journal of Educational Psychology, 92, 191-201. doi: 10.1037//0022-0663.92.1.191
36. Kline, R. B,. (2005). Principles and practice of structural equation modeling. New York: Guilford Press.
37. Lave, J., &, Wenger, E,. (1991). Situated learning: Legitimate peripheral participation. NY: Cambridge University Press.
38. Lent, R. W., &, Brown, S. D., (2006). On conceptualizing and assessing social cognitive constructs in career research: A measurement guide. Journal of Career Assessment, 14, 12-35. doi: 10.1177/1069072705281364
39. Lent, R. W., Brown, S. D., Sheu, H., Schmidt, J., Gloster, C. S., Wilkins, G.,., Treistman, D., (2005). Social cognitive predictors of academic interests and goals in engineering: Utility for women and students at Historically Black Universities. Journal of Counseling Psychology, 52, 84-92. doi: 10.1037/0022-0167.52.1.84
40. Linacre, J. M., &, Wright, B. D., (1994). Reasonable mean-square fit values. Rasch Measurement Transactions, 8, 370.
41. London, B., Rosenthal, L., Levy, S. R., &, Lobel, M., (2011). The influences of perceived identity compatibility and support on women in nontraditional fields during the college transition. Basic and Applied Social Psychology, 33, 304-321. doi: 10.1177/0146167292183006
42. Low, K. S. D., Yoon, M., Roberts, B. W., &, Rounds, J., (2005). The stability of vocational interests from early adolescence to middle adulthood: A quantitative review of longitudinal studies. Psychological Bulletin, 131, 713-737. doi: 10.1037/0033-2909.131.5.713
43. MacKinnon, D. P., Lockwood, C. M., &, Williams, J., (2004). Confidence limits for the indirect effect: Distribution of the product and resampling methods. Multivariate Behavioral Research, 39, 99-128. doi: 10.1207/s15327906mbr3901-4
44. MacKinnon, D. P., Lockwood, C. M., Hoffman, J. M., West, S. G., &, Sheets, V., (2002). A comparison of methods to test mediation and other intervening variable effects. Psychological Methods, 7, 83-104. doi: 10.1037//1082-989X.7.1.83
45. Mallinson, T., (2011). Rasch analysis of repeated measures. Rasch Measurement Transactions, 251, 1317.
46. Margolis, J., Fisher, A., &, Miller, F., (2000). An anatomy of interest: Women in undergraduate computer science. Women's Studies Quarterly, 28, 104-127.
47. Maxwell, S. E., &, Cole, D. A., (2007). Bias in cross-sectional analyses of longitudinal mediation. Psychological Methods, 12, 23-44. doi: 10.1037/1082-989X.12.1.23
48. Nagda, B. A., Gregerman, S. R., Jonides, J., von Hippel, W., &, Lerner, J. S., (1998). Undergraduate student-faculty research partnerships affect student retention. Review of Higher Education, 22, 55-72.
49. National Science Board. (2003). The science and engineering workforce: Realizing America's potential (NSB 03-69). Washington, DC: Author. Retrieved June 10, 2014, from http://www.nsf.gov/nsb/documents/2003/nsb0369/.
50. Perez, T., Cromley, J. G., &, Kaplan, A., (2014). The role of identity development, values, and costs in college STEM retention. Journal of Educational Psychology, 106, 315-329. doi: 10.1037/a0034027
51. Robnett, R. D., (2013). The role of peer support for girls and women in the STEM pipeline: Implications for identity and anticipated retention. International Journal of Gender, Science, and Technology, 5, 232-253.
52. Robnett, R. D., &, Leaper, C., (2013). Friendship groups, personal motivation, and gender in relation to high school students' STEM career interest. Journal of Research on Adolescence, 23, 652-664. doi: 10.1111/jora.12013
53. Sadler, T. D., Burgin, S., McKinney, L., &, Ponjuan, L., (2010). Learning science through research apprenticeships: A critical review of the literature. Journal of Research in Science Teaching, 47, 235-256. doi: 10.1002/tea.20326
54. Schultz, P. W., Hernandez, P. R., Woodcock, A., Estrada, M., Chance, R. C., Aguilar, M., &, Serpe, R. T., (2011). Patching the pipeline: Reducing educational disparities in the sciences through minority training programs. Educational Evaluation and Policy Analysis, 33, 95-114. doi: 10.3102/0162373710392371
55. Sellers, R. M., Smith, M. A., Shelton, J. N., Rowley, S. A. J., &, Chavous, T. M., (1998). Multidimensional model of racial identity: A reconceptualization of African American racial identity. Personality and Social Psychology Review, 2, 18-39. doi: 10.1207/s15327957pspr0201-2
56. Seymour, E., Hunter, A., 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, 493-534. doi: 10.1002/sce.10131
57. Sonnert, G., Fox, M. F., &, Adkins, K., (2007). Undergraduate women in science and engineering: Effects of faculty and institutions over time. Social Science Quarterly, 88, 1333-1356. doi: 10.1111/j.1540-6237.2007.00505.x
58. Stake, J. E., &, Nickens, S. D., (2005). Adolescent girls' and boys' science peer relationships and perceptions of the possible self as scientist. Sex Roles, 52, 1-11. doi: 10.1007/s11199-005-1189-4
59. Syed, M., (2010). Developing an integrated self: Academic and ethnic identities among ethnically diverse college students. Developmental Psychology, 46, 1590-1604. doi: 10.1037/a0020738
60. Syed, M., Goza, B. K., Chemers, M. M., &, Zurbriggen, E. L., (2012). Individual differences in preferences for matched-ethnic mentors among high-achieving ethnically diverse adolescents. Child Development, 83, 896-910. doi: 10.1111/j.1467-8624.2012.01744.x
61. Syed, M., Zurbriggen, E. L., Chemers, M. M., Goza, B. K., Bearman, S., Crosby, F.,., Morgan, E. M., (2015). The role of self-efficacy and identity in mediating the effects of science support experiences. Unpublished Manuscript.
62. U.S. Department of Education. (2013). STEM attrition: College students' paths into and out of STEM fields. (NCES 2014-001). Washington, DC. Retrieved June 10, 2014, from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2014001rev.
63. Vygotsky, L. S,. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
64. Wilson, R. E., &, Kittleson, J., (2013). Science as a classed and gendered endeavor: Persistence of two White first-generation college students within an undergraduate science context. Journal of Research in Science Teaching, 50, 802-825. doi: 10.1002/tea.21087
65. Wood, D., Kurtz-Costes, B., &, Copping, K. E., (2011). Gender differences in motivational pathways to college for middle class African American youths. Developmental Psychology, 47, 691-698. doi: 10.1037/a0023745
66. Zakaria, F,. (2011). The post-American world: Release 2.0. New York: W. W. Norton & Co.