Does First-Generation Status Influence Research Self-Efficacy During Undergraduate Early Research Experiences?

• In Event: Measuring Student Skills and Collegiate Learning

Abstract

This study explores the relationship between first-generation status, research self-efficacy, academic locus of control, and research outcome expectancy in undergraduates during early research experiences. Three instruments related to research self-efficacy were administered to third- and fourth-year first-generation (n = 87) and non-first-generation (n = 109) undergraduate social science students at a research university in the southeastern united states. Results of a multiple linear regression suggest that research outcome expectancy scores and academic locus of control scores predicted overall research self-efficacy scores. Results were generally consistent across subscales. First-generation status did not predict overall research self-efficacy but did moderate the strength of the relationship between research outcome expectancy and overall research self-efficacy. Implications are discussed.

Authors

• Luke Walden, University of Memphis

• Patrick L. Shipp, Memphis-Shelby County Schools

• Eli Andrew Jones, University of Memphis

• Leigh M. Harrell-Williams, University of Memphis

• Justine Piontek, University of Memphis