Work in progress — Does learning about research affect the graduate degree aspirations of STEM undergraduates? A path analysis

摘要

Path analysis techniques were employed to test a multi-stage causal model positing the influence of perceived learning gains on graduate degree aspirations among STEM undergraduates in structured undergraduate research experience (SURE) programs. Survey responses from 108 students enrolled in 4 SUREs at 3 major research universities were analyzed. Results suggest that research self-efficacy mediated, or served as an explanatory variable for, the effect of perceived learning gains in three areas on graduate degree aspirations. Other results suggest the value-added impact of SUREs on aspirations for graduate study. Findings lend support to the role of self-efficacy as explained in existing theory.