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 |
| 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 |
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