How Do Self-Efficacy Beliefs for Academic Writing and Collaboration and Intrinsic Motivation for Academic Writing and Research Develop during an Undergraduate Research Project?

Autor/inn/en	van Blankenstein, Floris M.; Saab, Nadira; van der Rijst, Roeland M.; Danel, Marleen S.; Bakker-van den Berg, Aaltje S.; van den Broek, Paul W.
Titel	How Do Self-Efficacy Beliefs for Academic Writing and Collaboration and Intrinsic Motivation for Academic Writing and Research Develop during an Undergraduate Research Project?
Quelle	In: Educational Studies, 45 (2019) 2, S.209-225 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Saab, Nadira)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2018.1446326
Schlagwörter	Undergraduate Students; Student Attitudes; Beliefs; Self Efficacy; Academic Discourse; Writing (Composition); Collaborative Writing; Cooperative Learning; Learning Motivation; Research Projects; Self Determination; Student Research; Writing Attitudes + Suchen Sie Ihr Suchwort? Schülerverhalten; Belief; Glaube; Self-efficacy; Selbstwirksamkeit; Discourse; Diskurs; Schreibübung; Kooperatives Lernen; Motivation for studies; Lernmotivation; Forschungsvorhaben; Selbstbestimmung; Studentenforschung
Abstract	Research skills are important for university graduates, but little is known about undergraduates' motivation for research. In this study, self-efficacy beliefs and intrinsic motivation for several research activities were measured three times during an undergraduate research project (N = 147 students). In order to promote self-efficacy for writing and collaboration, a collaboration script was developed and tested on half of the students. Twelve students were interviewed three times to gather in-depth information about motivational and self-efficacy beliefs. All measures except intrinsic motivation for research increased significantly during the project. Interview results suggest that enactive mastery and positive social interdependence promoted self-efficacy. Feelings of relatedness seemed to promote intrinsic motivation for writing. Lack of autonomy and low perceived relevance may explain why motivation for research remained stable. The script had no impact on self-efficacy beliefs. Relatedness, autonomy and positive social interdependence may boost motivation for research, but more evidence is needed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01