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The Effect of Research‐Based Learning on Self‐Efficacy in Reviewing the State of Research, Methodological Skills, and Scientific Communication.

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Title: The Effect of Research‐Based Learning on Self‐Efficacy in Reviewing the State of Research, Methodological Skills, and Scientific Communication.
Authors: Küçükaydın, Menşure Alkış (AUTHOR)
Source: European Journal of Education. Jun2026, Vol. 61 Issue 2, p1-14. 14p.
Subjects: Self-efficacy, Scientific communication, Student teachers, Inquiry-based learning, Research skills, Experimental programs
Abstract: Using research‐based learning (RBL) in pre‐service teacher education is important for professional and academic development. Moreover, RBL offers profound opportunities for pre‐service teachers to be involved in an actual research process. This can contribute to the development of pre‐service teachers' research competencies and strengthen scientific communication. However, there is a lack of experimental interventions in the literature examining the effects of integrating RBL into undergraduate course content on pre‐service teachers' research skills and self‐efficacy in scientific communication. The current study aims to explore the effectiveness of RBL integration in a research course process. In this context, the impact of the experimental intervention on participants' review of the research situation, their self‐efficacy in methodological skills and scientific communication, and the relationships between these factors was examined. There were 134 pre‐service teachers in the experimental group and 136 in the control group. The implementation process lasted 12 weeks. Partial Least Squares‐Structural Equation Modelling (PLS‐SEM) and Multiple Group Analysis (MGA) were applied to the measurements made at T0 before and T1 after the experiment. The results showed that the RBL intervention contributed to developing methodological skills and self‐efficacy in scientific communication. At this point, practical implications for the implementation of RBL were made. [ABSTRACT FROM AUTHOR]
Copyright of European Journal of Education is the property of Wiley-Blackwell 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: Teacher Reference Center
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PubType: Academic Journal
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  Data: The Effect of Research‐Based Learning on Self‐Efficacy in Reviewing the State of Research, Methodological Skills, and Scientific Communication.
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  Data: <searchLink fieldCode="AR" term="%22Küçükaydın%2C+Menşure+Alkış%22">Küçükaydın, Menşure Alkış</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22European+Journal+of+Education%22">European Journal of Education</searchLink>. Jun2026, Vol. 61 Issue 2, p1-14. 14p.
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  Data: <searchLink fieldCode="DE" term="%22Self-efficacy%22">Self-efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+communication%22">Scientific communication</searchLink><br /><searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Inquiry-based+learning%22">Inquiry-based learning</searchLink><br /><searchLink fieldCode="DE" term="%22Research+skills%22">Research skills</searchLink><br /><searchLink fieldCode="DE" term="%22Experimental+programs%22">Experimental programs</searchLink>
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  Label: Abstract
  Group: Ab
  Data: Using research‐based learning (RBL) in pre‐service teacher education is important for professional and academic development. Moreover, RBL offers profound opportunities for pre‐service teachers to be involved in an actual research process. This can contribute to the development of pre‐service teachers' research competencies and strengthen scientific communication. However, there is a lack of experimental interventions in the literature examining the effects of integrating RBL into undergraduate course content on pre‐service teachers' research skills and self‐efficacy in scientific communication. The current study aims to explore the effectiveness of RBL integration in a research course process. In this context, the impact of the experimental intervention on participants' review of the research situation, their self‐efficacy in methodological skills and scientific communication, and the relationships between these factors was examined. There were 134 pre‐service teachers in the experimental group and 136 in the control group. The implementation process lasted 12 weeks. Partial Least Squares‐Structural Equation Modelling (PLS‐SEM) and Multiple Group Analysis (MGA) were applied to the measurements made at T0 before and T1 after the experiment. The results showed that the RBL intervention contributed to developing methodological skills and self‐efficacy in scientific communication. At this point, practical implications for the implementation of RBL were made. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of European Journal of Education is the property of Wiley-Blackwell 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.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/ejed.70557
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      – Code: eng
        Text: English
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        PageCount: 14
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      – SubjectFull: Self-efficacy
        Type: general
      – SubjectFull: Scientific communication
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      – SubjectFull: Student teachers
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      – SubjectFull: Inquiry-based learning
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      – SubjectFull: Research skills
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              Text: Jun2026
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