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Evaluating Gains in Student Self-Efficacy in Scientific Literacy Associated with a Brief Curricular Intervention

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Title: Evaluating Gains in Student Self-Efficacy in Scientific Literacy Associated with a Brief Curricular Intervention
Language: English
Authors: Radhika Reddy (ORCID 0009-0006-7904-3565), Olivia M. Ainsworth, MacKenzie J. Gray (ORCID 0000-0001-9148-479X), Andrea Hildebrand, Jazzmine Waugh, Jennifer Lindwall, Javier Huerta, Thomas E. Keller (ORCID 0000-0002-9198-5073)
Source: Journal of Microbiology & Biology Education. 2025 26(3).
Availability: American Society for Microbiology. 1752 N Street NW, Washington, DC 20036. Tel: 202-737-3600; e-mail: journals@asmusa.org; Web site: https://journals.asm.org/journal/jmbe
Peer Reviewed: Y
Page Count: 15
Publication Date: 2025
Sponsoring Agency: National Institute of General Medical Sciences (NIGMS) (DHHS/NIH), Building Infrastructure Leading to Diversity Initiative (BUILD)
Contract Number: RL5GM118963
TL4GM118965
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Self Efficacy, Scientific Literacy, Student Research, Intervention, Minority Group Students, Student Attitudes, State Universities, Undergraduate Students, Achievement Gains
Geographic Terms: Oregon (Portland)
ISSN: 1935-7877
1935-7885
Abstract: Undergraduate research experiences (UREs) are high-impact practices that enhance retention, motivation, and self-efficacy in science, particularly for students with limited prior exposure to scientific environments. However, many students--especially those from underrepresented or marginalized backgrounds--enter these experiences with low research self-efficacy, stemming from limited familiarity with academic language, scientific literature, and research communication. The Research Induction Curriculum (RIC) was designed to address this challenge by providing early, structured training in scientific literacy through scaffolded journal club discussions. The RIC introduces students to progressively more complex scientific articles, supports peer discussion, and builds confidence in reading, interpreting, and presenting scientific information. This study investigates two research questions: (i) how does students' self-perceived self-efficacy in scientific literacy change after completing the RIC? and (ii) are perceptions of these gains dependent on when the assessment is conducted? A total of 91 students in the National Institutes of Health (NIH)-funded Building Infrastructure Leading to Diversity (BUILD) Enhancing Cross-disciplinary Infrastructure and Training at Oregon (EXITO) program at Portland State University completed surveys either immediately before and after the RIC (prospective pre-post design) or nearly 1 year later (retrospective pre-post design), after participating in mentored research placements. While both groups demonstrated gains in their confidence after participating in the RIC, students assessed retrospectively reported significantly greater confidence gains than those assessed prospectively. This study highlights the benefits of a brief intervention in preparing students for UREs as well as the influence of evaluation timing and authentic research experience on students' perceptions of growth.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1504618
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Evaluating Gains in Student Self-Efficacy in Scientific Literacy Associated with a Brief Curricular Intervention
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  Data: <searchLink fieldCode="AR" term="%22Radhika+Reddy%22">Radhika Reddy</searchLink> (ORCID <externalLink term="http://orcid.org/0009-0006-7904-3565">0009-0006-7904-3565</externalLink>)<br /><searchLink fieldCode="AR" term="%22Olivia+M%2E+Ainsworth%22">Olivia M. Ainsworth</searchLink><br /><searchLink fieldCode="AR" term="%22MacKenzie+J%2E+Gray%22">MacKenzie J. Gray</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9148-479X">0000-0001-9148-479X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Andrea+Hildebrand%22">Andrea Hildebrand</searchLink><br /><searchLink fieldCode="AR" term="%22Jazzmine+Waugh%22">Jazzmine Waugh</searchLink><br /><searchLink fieldCode="AR" term="%22Jennifer+Lindwall%22">Jennifer Lindwall</searchLink><br /><searchLink fieldCode="AR" term="%22Javier+Huerta%22">Javier Huerta</searchLink><br /><searchLink fieldCode="AR" term="%22Thomas+E%2E+Keller%22">Thomas E. Keller</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-9198-5073">0000-0002-9198-5073</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Microbiology+%26+Biology+Education%22"><i>Journal of Microbiology & Biology Education</i></searchLink>. 2025 26(3).
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  Data: American Society for Microbiology. 1752 N Street NW, Washington, DC 20036. Tel: 202-737-3600; e-mail: journals@asmusa.org; Web site: https://journals.asm.org/journal/jmbe
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  Data: Y
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  Data: 15
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  Data: 2025
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  Data: National Institute of General Medical Sciences (NIGMS) (DHHS/NIH), Building Infrastructure Leading to Diversity Initiative (BUILD)
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  Data: <searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+Literacy%22">Scientific Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Research%22">Student Research</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22State+Universities%22">State Universities</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Gains%22">Achievement Gains</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Oregon+%28Portland%29%22">Oregon (Portland)</searchLink>
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  Data: 1935-7877<br />1935-7885
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  Data: Undergraduate research experiences (UREs) are high-impact practices that enhance retention, motivation, and self-efficacy in science, particularly for students with limited prior exposure to scientific environments. However, many students--especially those from underrepresented or marginalized backgrounds--enter these experiences with low research self-efficacy, stemming from limited familiarity with academic language, scientific literature, and research communication. The Research Induction Curriculum (RIC) was designed to address this challenge by providing early, structured training in scientific literacy through scaffolded journal club discussions. The RIC introduces students to progressively more complex scientific articles, supports peer discussion, and builds confidence in reading, interpreting, and presenting scientific information. This study investigates two research questions: (i) how does students' self-perceived self-efficacy in scientific literacy change after completing the RIC? and (ii) are perceptions of these gains dependent on when the assessment is conducted? A total of 91 students in the National Institutes of Health (NIH)-funded Building Infrastructure Leading to Diversity (BUILD) Enhancing Cross-disciplinary Infrastructure and Training at Oregon (EXITO) program at Portland State University completed surveys either immediately before and after the RIC (prospective pre-post design) or nearly 1 year later (retrospective pre-post design), after participating in mentored research placements. While both groups demonstrated gains in their confidence after participating in the RIC, students assessed retrospectively reported significantly greater confidence gains than those assessed prospectively. This study highlights the benefits of a brief intervention in preparing students for UREs as well as the influence of evaluation timing and authentic research experience on students' perceptions of growth.
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  Data: 2026
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  Data: EJ1504618
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
    Subjects:
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Scientific Literacy
        Type: general
      – SubjectFull: Student Research
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Minority Group Students
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: State Universities
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Achievement Gains
        Type: general
      – SubjectFull: Oregon (Portland)
        Type: general
    Titles:
      – TitleFull: Evaluating Gains in Student Self-Efficacy in Scientific Literacy Associated with a Brief Curricular Intervention
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              Type: published
              Y: 2025
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