Longitudinal Associations among Undergraduates' Research Experience, Self-Efficacy, and Identity.
By Rachael D. Robnett, M. M. Chemers, Eileen L. Zurbriggen. 2015
232 citations recorded by the source corpus.
Subfields: General Health Professions, Safety Research, Sociology and Political Science
View Paper: https://www.semanticscholar.org/paper/83f16e71562848f44ff484f071febf2ffef7b873
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In General Health Professions
In Safety Research
In Sociology and Political Science
Citations in the corpus
- Gender Bias in STEM Fields (2016, background): “Similar longitudinal work has illustrated that science self-efficacy predicts subsequent changes in the extent to which undergraduates identify with science (Robnett et al., 2015).”
- Research self-efficacy: A meta-analysis (2021, background): “Fourth, these studies may include undergraduate students (Frantz et al., 2017; Robnett et al., 2015; Tate et al., 2015).”
- “I’m Not a Science Nerd!” (2018, background): “, 2015), and research experience and identity (Robnett et al., 2015), used a measure that is more similar to centrality (e.”
- Beneath the numbers: A review of gender disparities in undergraduate education across science, technology, engineering, and math disciplines (2016, unknown): “Across STEM UL S: 251 Ma 1⁄4 [69] C: NA I: >1 SARAH L.”