Building motivationally supportive course-based research experiences for undergraduates: a self-determination theory perspective

ABSTRACT

Many institutions have turned to course-based undergraduate research experiences (CUREs) to involve more students in authentic research. However, research is lacking on how to best support and nurture student motivation in CUREs. Motivation is a critical construct to understand at the undergraduate level as lack of motivation has been identified as contributory to lower achievement as well as reduced interests in STEM college degrees and careers. Using mixed methods and self-determination theory (SDT), the purpose of the current study was to determine how students’ basic psychological needs were supported or frustrated during CURE activities. Findings suggested that student motivation was potentially reduced during all CURE activities (i.e. scientific practices, collaboration, discovery, and iteration). Furthermore, students reported that autonomy was the least supported motivational construct during the CURE. Considering these challenges, the authors recommended specific strategies to increase choice, support competence, improve collaboration, inspire discovery, and create more opportunities for iteration during CUREs.

KEYWORDS:

• CURE
• undergraduate science education
• motivation
• SDT
• mixed methods

Acknowledgments

Special thanks to Dr. Vanessa Muilenburg, Assistant Professor of Biology Instruction at Hope College, for reviewing this manuscript.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by Howard Hughes Medical Institute.