Multiple Learning Experiences Predict Undergraduate Students’ Research Self-Efficacy and Research Outcome Expectancy

• In Event: Strategies and Interventions for College Student Success

Abstract

In this study, we investigate the influence of the sources of research self-efficacy on college students' research outcome expectations and self-efficacy in completing research tasks. Using the Sources of Research Self-Efficacy scale, we analyzed responses from 559 undergraduate social science students at a public research university. Separate structural equation models of each sources’ subscale showed that all sources were significant predictors in the model, with mastery experiences having the highest impact on self-efficacy in research tasks but not on outcome expectations. These findings support the importance of improving research self-efficacy by directly addressing the sources of research self-efficacy and that the relationship between research self-efficacy and research outcome expectations of research can be elucidated by measuring multiple sources.

Authors

• Luke Walden, Union University

• Eli Andrew Jones, University of Memphis

• Leigh M. Harrell-Williams, University of Memphis

• Justine Piontek, University of Memphis