From Student to Scholar: The Impact of CUREs on Sense of Belonging, Research Self-Efficacy, and Scholarly Identity

Abstract

This dissertation investigates the impact of Course-Based Undergraduate Research Experiences (CUREs) on undergraduate students’ sense of belonging, research self-efficacy, and scholarly identity, with a focus on equity and motivation through the lens of Self-Determination Theory (SDT) and Situated Expectancy-Value Theory (SEVT). Through a three-part design—beginning with a theoretical literature review and followed by two empirical studies—this work explores how CUREs can be more intentionally structured to support diverse learners in higher education. The first chapter offers a comprehensive literature review, synthesizing research on instructional design elements of CUREs and their alignment with SDT and SEVT. It argues for the importance of motivation-informed practices to enhance student engagement and learning outcomes, and it identifies key gaps in how these theories are applied across disciplines.The second study examines student experiences in social science and humanities CUREs, analyzing how course participation influences research self-efficacy and scientific identity, particularly for students from historically underrepresented backgrounds. The third and final study focuses on social science and humanities CUREs, using regression modeling to assess how three elements—collaboration, iteration, and broader impact—predict post-course outcomes while examining the moderating effects of race/ethnicity, gender, and first-generation status. Findings reveal that while CUREs generally support positive academic and psychosocial development, these benefits are unequally distributed. Students with higher pre-course confidence in research skills show greater gains, reinforcing the “Matthew Effect.” Additionally, collaboration significantly supports belonging and identity development for first-generation students, while iteration and perceived broader impact show differential effects across demographic groups. This dissertation contributes to the scholarship on undergraduate research and educational psychology by integrating theoretical insights with empirical evidence to inform the design of more equitable and motivating research experiences. Implications for practice, policy, and future research are discussed.