The role of high school research experiences in shaping students' research self-efficacy and preparing students for undergraduate research participation

Inkelas, K., Swan, A., Jones, J., & Pretlow, J. (2018). The role of high school research experiences in shaping students' research self-efficacy and preparing students for undergraduate research participation. Journal of the First-Year Experience and Students in Transition, 30(1), 103-120.

The effects of undergraduate research participation are well documented, but less is known about students' pathways into undergraduate research participation. This mixed-methods study explored the role of an International Baccalaureate research project in students' development of research self-efficacy in high school, and how this development influenced students' participation in undergraduate research. Social Cognitive Career Theory (Lent, Brown, & Hackett, 1994) was used to understand students' learning experiences and educational decision-making processes related to conducting research. Findings were based on analyses of data gathered through a survey, student records analysis, interviews, and focus groups. Findings of this study suggest that students' precollege research experiences enhance research self-efficacy, which leads to interest in and confidence with conducting research during college.