Characterizing Research Self-Efficacy Among Undergraduate Engineering Students

This full research paper seeks to understand the self-efficacy of engineering students in a research communication course. Grounding our investigation into Bandura's assertion that personal beliefs about one's effectiveness are pivotal for motivating actions, we hypothesize that students' self-efficacy and their positive perceptions of their abilities are crucial for enhancing their learning experiences. Self-efficacy in general is a well-researched area in undergraduate education but there are very few studies that focus on research self-efficacy of undergraduate engineering students. This study was conducted in an undergraduate-level engineering classroom at an Engineering University located in India. The goal of this research was to assess the research self-efficacy of students enrolled in a research communication course. A multi-methods approach was used to assess the self-efficacy development of 77 students. A pre-post 5-point Likert Scale survey was used to collect the quantitative data and the results of the analysis revealed that students showed a statistically significant gain in research self-efficacy from pre to post test, suggesting that the course effectively improved the research self-efficacy levels of the students. The qualitative data was collected using an open-response tool. The responses were analyzed using thematic analysis; the results highlighted that the students expressed the need for mentorship and guidance on research. The students also showed eagerness and a positive attitude to learning research techniques. Further, the post-survey questions were analyzed, and the analysis revealed that upon completion of the course, students felt competent in conducting literature reviews. They also felt more confident in framing the research problems, writing academic papers, and doing presentations. This improvement illustrates the impact of the course in improving research self-efficacy and also in equipping students with skills crucial for academic and professional success. However, some students also expressed challenges with designing their research methodology sections. This indicates the areas where further support and instructional focus could be beneficial. Overall, the findings of the study highlight the course's success in enhancing students' research self-efficacy and skills, while also pointing to the necessity of continuous support and targeted instruction to address identified challenges.