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

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.

Automated summary

In recent years, many institutions have utilized course-based undergraduate research experiences (CUREs) to engage more students in authentic research. However, there is a lack of research on how to effectively support and foster student motivation in CUREs. Motivation is a crucial factor to consider at the undergraduate level, as low motivation has been linked to lower achievement and decreased interest in STEM degrees and careers. This study used mixed methods and self-determination theory (SDT) to investigate how students' basic psychological needs were either supported or frustrated during CURE activities. The findings indicated that student motivation was potentially diminished during all CURE activities, with autonomy being the least supported aspect. To address these challenges, the authors suggested specific strategies to enhance choice, support competence, improve collaboration, inspire discovery, and create more opportunities for iteration during CUREs.