Scientific Communication & EducationbioRxivPreprint
What drives change? Characterizing scientific self-efficacy development in undergraduate research experiences
Qiyue Zhang, Paul R. Hernandez, Benjamin S. Listyg, Erin L. Dolan
This study examines how scientific self-efficacy develops in undergraduate research experiences, finding that analytic tasks significantly boost self-efficacy while time spent on research has no effect.
DOI 10.1101/2025.08.18.670917