Exploring the Role of Mindsets in a Sophomore Level Undergraduate Research Course

Erin D. Zigler, Sophie L. Grelson, J. Hoepner
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引用次数: 0

Abstract

Several investigations have established the benefits of undergraduate student research experiences, including improved understanding of the research process, development of research skills, improved ability to interpret research, interest in future research experiences, and considering academic/research careers. Unfortunately, some students are intimidated by the research process and avoid such opportunities for growth. Such student perceptions may limit engagement in research, compromising knowledge and skills to critically evaluate research so necessary for clinical practice. The present investigation examined the student mindset perceptions pre- and post-course and student perspectives towards research following an undergraduate research course. A mixed quantitative and qualitative design was employed. While student mindsets were primarily growth based at the outset, students reported gains in perspectives on mindsets and confidence following the course. Qualitative findings further highlight the development of applications to the profession, understanding the research process, research skills, and the challenges of research. Intentional scaffolding of a research course may reduce intimidation and foster positive attitudes towards the importance of research in the discipline.
探讨心态在大学二年级研究性课程中的作用
一些调查已经确定了本科生研究经历的好处,包括提高对研究过程的理解,发展研究技能,提高解释研究的能力,对未来研究经历的兴趣,以及考虑学术/研究职业。不幸的是,一些学生被研究过程吓倒了,避免了这样的成长机会。这样的学生观念可能会限制研究的参与,损害知识和技能,批判性地评估临床实践所必需的研究。本研究考察了学生在课程前和课程后对研究的看法以及学生在本科研究课程后对研究的看法。采用定量和定性混合设计。虽然学生的心态在一开始主要是基于成长的,但学生们报告说,在课程结束后,他们对心态和信心的看法有所提高。定性研究结果进一步强调了专业应用的发展,了解研究过程,研究技能和研究的挑战。有意的研究课程框架可以减少恐吓,培养对学科中研究重要性的积极态度。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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