A New Multidimensional Approach to Assess Undergraduate Research Identity: Conceptualization, Measurement and Validation

Undergraduate research fosters critical thinking and independent inquiry, yet many students struggle with engagement due to low confidence, limited recognition, and lack of interest, hindering the development of a strong research identity. This study addresses these challenges by developing and validating the Research Identity Scale (RIS) grounded in Social Cognitive Theory. The RIS assesses three core dimensions: Performance-Competence, Interest, and Recognition. Using a rigorous multi-phase process including item generation, expert review, exploratory factor analysis, and confirmatory factor analysis. Results confirmed strong reliability, validity, and a robust three-factor structure. Findings highlight the interconnected roles of competence, intrinsic motivation, and recognition in shaping research identity. The RIS offers educators and policymakers a tool to assess and support students' research identity development, promoting interventions that enhance engagement and foster belonging. The study emphasizes the need for research-rich environments that cultivate confidence, motivation, and self-recognition in undergraduate researchers.