Course-based undergraduate research experiences (CUREs) and student interest development: a longitudinal study investigating the roles of challenge, frustration, and meaning making.
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| Title: | Course-based undergraduate research experiences (CUREs) and student interest development: a longitudinal study investigating the roles of challenge, frustration, and meaning making. |
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| Authors: | Zhu, Yutong (AUTHOR), Wang, Cong (AUTHOR), Hanauer, David I. (AUTHOR), Graham, Mark J. (AUTHOR) |
| Source: | Studies in Higher Education. Jun2025, Vol. 50 Issue 6, p1039-1054. 16p. |
| Subjects: | Student development, Student interests, College students, Academic achievement, Frustration |
| Abstract: | Course-based research experiences (CUREs) are shown to be more engaging for college students, lead to better academic performance, and increase students' intent to persist in science. This especially holds true when compared to lecture-based science courses with standard lab assignments. Less attention has been given, however, to the nuanced week-by-week experiences of students participating in CURE courses over a semester. This study addresses why it is crucial to understand how student interest is sustained throughout the CURE course, despite potential challenges and frustrations. Conducted over a 15-week period, this longitudinal study examines enrolled students (N = 170) who had one of 13 instructors from six institutions. The results indicate that students' high frustration with participation in CUREs moderates the relationship between perceived challenge and interest. In addition, higher levels of the variable 'meaning making' among students have significant associations with week-by-week interest maintenance throughout the semester. Findings suggest that to sustain high levels of student interest over a semester, CURE instructors should focus more on reducing student frustration within CURE course operations. To further support student interest, these findings also suggest that instructors need to foster and emphasize the connections of CURE course content to students' own lives and personal goals to sustain their interest. [ABSTRACT FROM AUTHOR] |
| Copyright of Studies in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 185628601 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=185628601 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/03075079.2024.2361328 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 1039 Subjects: – SubjectFull: Student development Type: general – SubjectFull: Student interests Type: general – SubjectFull: College students Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Frustration Type: general Titles: – TitleFull: Course-based undergraduate research experiences (CUREs) and student interest development: a longitudinal study investigating the roles of challenge, frustration, and meaning making. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Zhu, Yutong – PersonEntity: Name: NameFull: Wang, Cong – PersonEntity: Name: NameFull: Hanauer, David I. – PersonEntity: Name: NameFull: Graham, Mark J. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 03075079 Numbering: – Type: volume Value: 50 – Type: issue Value: 6 Titles: – TitleFull: Studies in Higher Education Type: main |
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