The Cambridge Handbook of Undergraduate Research

doi:10.1017/9781108869508

Cited by 7 publications

(1 citation statement)

References 43 publications

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“…Second, undergraduate research experiences have been employed increasingly over the past years. The heft of this development is mirrored by the recent publication of the Cambridge Handbook of Undergraduate Research (Mieg et al, 2022) which provides an overview of theoretical approaches as well as practice examples in diverse disciplines and from countries across all continents.…”

Section: Training Levelmentioning

confidence: 99%

Lacking measurement invariance in research self-efficacy: Bug or feature?

Klieme

Schmidt-Borcherding²

2023

Front. Educ.

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Psychological factors play an important role in higher education. With respect to students' understanding of scientific research methods, research self-efficacy (RSE) has been studied as a core construct. However, findings on antecedents and outcomes of RSE are oftentimes heterogeneous regarding both its theoretical and empirical structures. The present study helps disentangle these findings by (a) establishing and validating an integrated, multi-dimensional assessment of RSE and (b) introducing a developmental perspective on RSE by testing the impact of the disciplinary context and academic seniority on both mean level and latent structure of RSE. The construct validity of the new measure was supported based on RSE assessments of 554 German psychology and educational science students. Relations to convergent and discriminant measures were as expected. Measurement invariance and LSEM analyses revealed significant differences in latent model parameters between most sub-groups of training level and disciplinary context. We discuss our findings of measurement non-invariance as a feature rather than a bug by stressing a process-oriented perspective on RSE. In this regard, we conclude potential future directions of research and RSE theory development, alongside implications for methods education practice in higher education.

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Section: Training Levelmentioning

confidence: 99%

Lacking measurement invariance in research self-efficacy: Bug or feature?

Klieme

Schmidt-Borcherding²

2023

Front. Educ.

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Transforming higher education: Insights from the Cambridge Handbook of Undergraduate Research By Harald A.Mieg, Elizabeth L.Ambos, AngelaBrew, JudithLehmann, and Dominique M.Galli, Cambridge University Press. 2022. ISBN 978‐1‐108‐83592‐3 Hardback.

Messi

2024

The Curriculum Journal

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The Cambridge Handbook of Undergraduate Research, edited by Harald A. Mieg, Elizabeth L. Ambos, Angela Brew, Judith Lehmann, and Dominique M. Galli (2022), is a pioneering work offering a comprehensive global perspective on undergraduate research (UR). This handbook systematically addresses theoretical foundations, practical implementation strategies, disciplinary approaches and international perspectives on UR. It aims to enhance the understanding and practice of UR by integrating research experiences into undergraduate education, thereby bridging the gap between teaching and research. The book underscores UR's role in including underrepresented students, highlighting its potential to foster equity and diversity in academia. It emphasizes the active engagement of students in research, promoting self‐regulated learning and faculty–student partnerships. Despite its broad scope, the handbook identifies areas needing further attention, such as the limited focus on diverse categories of underrepresented students and ensuring active student participation in introductory research courses. Overall, ‘The Cambridge Handbook of Undergraduate Research’ serves as an essential resource for educators, administrators and policymakers, providing insights to advance UR practices and enhance educational outcomes globally. The reflections and insights presented stimulate further research and innovation, aiming to create inclusive, engaging and effective UR programs in higher education institutions worldwide.

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Short digital-competence test based on DigComp2.1: Does digital competence support research competence in undergraduate students?

Mieg,

Klieme,

Barker

et al. 2023

Educ Inf Technol

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This article presents a ten-item short scale for measuring digital competence. The scale is based on the Digital Competence Framework for Citizens, DigComp2.1 (Carretero et al., 2017). For our surveys, we used five items from the DigCompSat study (Clifford et al., 2020) and created five new ones to address the competence areas defined by DigCom2.1. We tested the scale on a sample of 1416 students from four countries (Germany, Lithuania, Austria, UK), using the questionnaire in two languages (English, German). The scale proved to be reliable (Cronbach’s α of 0.87 and McDonald’s ωt of 0.88) and valid (construct and content validity). Using the scale, we replicated findings from previous studies on differences in digital literacy by gender, study subject, and level of study. Despite the inhomogeneous structure of items from five different competence areas (according to DigComp2.1) and of two different types (specific, general), the scale does not seem to be multifactorial. A detailed analysis of digital competence and undergraduate research in the context of the pandemic shows: digital competence seems to support research competence and may even support inclusion.

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The Cambridge Handbook of Undergraduate Research

Cited by 7 publications

References 43 publications

Lacking measurement invariance in research self-efficacy: Bug or feature?

Lacking measurement invariance in research self-efficacy: Bug or feature?

Transforming higher education: Insights from the Cambridge Handbook of Undergraduate Research By Harald A.Mieg, Elizabeth L.Ambos, AngelaBrew, JudithLehmann, and Dominique M.Galli, Cambridge University Press. 2022. ISBN 978‐1‐108‐83592‐3 Hardback.

Short digital-competence test based on DigComp2.1: Does digital competence support research competence in undergraduate students?

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