Motivated, but unchanged: How undergraduate research affects STEM students’ expectancy-value beliefs and career intentions

• In Event: AERA Poster Session Sunday 1:45 pm
  In Poster Session: Motivation, Mindset, and Self-Regulated Learning

Abstract

This longitudinal study examined how undergraduate research experiences influence STEM college students’ motivational beliefs and career intentions through the lens of Situated Expectancy-Value Theory. Data was collected from a diverse sample of 711 students who participated in either course-based (CUREs) or faculty-mentored (UREs) research experiences across nine U.S. institutions. Despite expectations, changes in students’ self-efficacy and task values did not predict post-research career intentions after controlling for baseline levels. Baseline career intentions remained the strongest predictor of post-research career intentions. Results did not differ by research type. These findings suggest undergraduate research may help maintain rather than change motivation and intentions. Implications highlight the need to identify conditions under which research experiences meaningfully shape students’ motivational beliefs and career intentions.

Authors

• Trevor Tuma, University of Georgia

• Erin L. Dolan, University of Georgia