Özet:

Research self-efficacy is defined as confidence in one’s ability to successfully execute research-related tasks. This pilot study investigated the effect of a semester-long active-learning, course-based approach to the instruction of social science research methodology on undergraduates’ research self-efficacy. Undergraduates (N = 32) completed the semester-long social science research methods course involving didactic and experiential components including a 10-step process for the development of an original research project. They completed measures of research self-efficacy (conceptualization, early tasks, implementation, and presenting the results). RMANOVA revealed that all facets of research self-efficacy significantly increased by post-test. Implications for undergraduate curricular planning are discussed.

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