The Undergraduate Research Experience: A Vessel to Research
Velez, Ingrid
Velez, Ingrid
Abstract
This study examines students’ perception of their undergraduate research experiences (UREs) with a particular focus on how supportive connections, such as mentorship, influence research skill development and self-efficacy. Framed by Bandura's Self-Efficacy Theory, Vygotsky's Constructivist Learning Theory, and Kolb's Experiential Learning Theory, this mixed-method study explored effective URE strategies and experiences at a public land-grant university in the Mountain West. Data collection included survey responses from 126 undergraduate students who participated in Undergraduate Research Day, followed by in-depth interviews with five participants conducted one year later. Findings revealed that UREs vary based on academic discipline, research entry pathways, and levels of mentorship support. Quantitative analysis demonstrated significant correlations between project mentoring and self-efficacy, research experience and self-efficacy, and project experience and research value. Qualitative findings of five volunteer participants from the initial group highlighted key themes of personal development, academic achievements, perseverance, and the role of support systems in overcoming research challenges. Supportive connections also contributed to students’ professional development, research identity, sense of belonging, and financial assistance. These same participants provided multi-level recommendations for enhancing UREs. These combined findings offer insights into how universities can better support undergraduate research students and mentors, while developing more effective undergraduate research programs that promote student success.
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Date
2025-05-16
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University of Wyoming Libraries
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Keywords
Undergraduate Research Experience (URE),Self-Efficacy,Project Mentoring,Mentorship,Skill Development