< Terug naar vorige pagina

Publicatie

Effects of using research-based learning on the development of academic competencies of graduate students

Boek - Dissertatie

Ondertitel:Effecten van onderzoeksgebaseerd leren of de ontwikkeling van de academische competentities van studenten
U+FEFFU+FEFFEffects of using Research-Based Learning on the development of academic competences of graduate students Currently, there is an increasing interest on the key role of higher education around the world (Stein et al., 2019). However, an appropriate interpretation of this role might be challenging in view of the many changes happening in the last years (Altbach et al., 2010). To a great extent, the role of higher education is linked to the current demands of the society such as manpower and economic progress (Pegkas & Tsamadias, 2014). Nonetheless, it is also associated to the development of knowledge, pointing at resolving world problems (Lilles & Rõigas, 2017); for instance, overpopulation, lack of quality education, insufficient resources, etc. (Aleixo et al., 2018). In this context, the challenge for higher education institutions is to train future professionals who are capable of dealing with the above mentioned global problems and offer solutions (Fukuda-Parr, 2016). Therefore, universities aim to move away from an emphasis on the transmission of knowledge to the construction of new knowledge (Böttcher & Thiel, 2018). This aim entails the development of studentsU+2019 academic competences, particularly research competences, which can empower them to face global problems more effectively (Zlatkin-Troitschanskaia et al., 2016). At the same time, there is a pronounced interest from students to participate actively in the production of knowledge within higher education (Dollinger et al., 2018). In view of the aforementioned, the relationship between teaching and research, known as teaching-research nexus (TRN) in higher education appears to be crucial (Ahammed et al., 2017). In this regard, different expressions of TRN have been reported throughout the last years, aimed at boosting studentsU+2019 research spirit (Y. Li et al., 2019), developing research competences (Brennan et al., 2019a) and intentions to participate in further research practices (Griffioen, 2019).In the Ecuadorian context, there is a current need to overhaul university programs and turn them into more research-oriented (Vergara et al., 2016). Hence, the adoption of suitable TRN methodologies is needed. This is why the present dissertation focuses on the incorporation of Research Based Learning (RBL) in a public Ecuadorian university, as an effective approach that seems to engage students in different stages of the research cycle where they can conduct authentic research (Griffiths, 2004). Previous studies report successful RBL practices in several knowledge fields involving465science (Prahmana, Kusumah, & Darhim, 2017; Tohir, Abidin, Dafik, & Hobri, 2018) among others (Charitas, Prahmana, & Yaya, 2016; Gredig & Bartelsen-Raemy, 2018).The general aim of this dissertation is to gain insights about the nature of RBL and its impact on university studentsU+2019 intention to do research and research competences. To achieve this objective, we conducted three empirical studies, centered on two main variables: studentsU+2019 intention to do research and research competences.Other significant variables U+2013 such as autonomous motivation, self-efficacy (perceived behavioral control) and precursors of intention (subjective norm, behavioral beliefs) U+2013 were also examined.To accomplish the general aim of this dissertation, the following research objectives were addressed: First, build an RBL scoping review in engineering and science education. To address this objective, a scoping review of empirical work on RBL was conducted. This review, which comprised a time frame from 2000 to 2017, reported earlier RBL studies focused on studentsU+2019 research competences, nature of RBL instruction according to Brew's framework (2013), benefits, challenges and suggested actions for improvement. It followed the five-stage framework of Arksey and OU+2019Malley (2005). Four electronic databases were consulted to identify peer-reviewed literature and after rigorous examination, only 47 studies met the inclusion/exclusion criteria. The main findings concerning studentsU+2019 research competences put forward a robust emphasis on nearly all stages from the research cycle. However, U+201Cconducting researchU+201D, U+201Canalyzing and interpreting resultsU+201D and U+201Ccommunicating findingsU+201D were the most emphasized. Regarding the nature of RBL instruction following Brew's framework (2013), it was found that most pedagogical issues are decided by teachers or negotiated with students, especially in studies conducted from 2012 onwards. The most stated RBL benefits were: research competences development, learning performance enhancement, course appreciation and research self-efficacy. About RBL challenges, low interest in research due to high levels of difficulty, lack of research training and time limitations were reported. The implementation of comprehensible research courses for beginners, which provide enough time for actual research along with regular assessment, were strongly suggested to improve the RBL experience.Our second research objective was evaluate the impact of RBL on studentsU+2019 intention to do research. To achieve this objective, two studies were conducted at a public Ecuadorian university.466Study 1 (chapter 3) followed a pre/post-test experimental quantitative design and involved Engineering and Science graduate students. It explored studentsU+2019 intention to do research when involved in a redesigned RBL course compared to students in a regular version of the same course. At the same time, it was hypothesized that other variables such as autonomous motivation, and constructs from the Theory of Planned Behaviour (Ajzen, 1991) : perceived behavioral control (self-efficacy), behavioral beliefs and subjective norm, considered as precursors of human intention, may interact with the effect of RBL. Additionally, the possible interaction effect of gender and age was assumed. Research instruments such as scales, were developed following the framework of the Self-Determination Theory (Deci & Ryan, 1980), Self-efficacy Theory (Bandura, 2010) and Theory of Planned Behavior (Ajzen, 1991) and then adjusted to the context of the research.The findings of this study reflected RBL studentsU+2019 slightly higher intentions to do research compared to control students. However, it was not possible to confirm our hypotheses, from a statistical point of view in any of the measured variables.Study 2 (chapter 4) followed a similar research design but involved Entrepreneurship and Innovation undergraduate students. Again, our aim was also to explore the differential effect of RBL on studentsU+2019 intention to do research when involved in redesigned RBL courses compared to students in a regular version of the same course.Building on Brew's research framework (2013) to define the nature of RBL in regards to amount of research instruction, students were randomly assigned to 3 conditions: structured RBL, semi-structured RBL and control. Research instruments designed for study 1 were adjusted to the new setting of the research.Once again, increased studentsU+2019 intention to do research and its interactions with other variables could not be statistically confirmed.Our third objective was to evaluate the impact of RBL on studentsU+2019 research competences. This objective was addressed in studies 2 and 3.Study 2 (chapter 4) involved Entrepreneurship & Innovation students and intended to explore the impact of RBL on studentsU+2019 research competences. Given the quantitative nature of our study, we operationalized the variable U+201Cresearch competencesU+201D as U+201Ccourse achievementU+201D. Additionally, we intended to confirm such impact along with changes in autonomous motivation, self-efficacy and constructs from Theory of Plan Behaviour (Ajzen, 1991). Research instruments designed for study 1 were adapted to467the new research context in study 2. To measure studentsU+2019 research competences, 10 weekly assignments involving stages of the research cycle proposed by Jungmann & Ossenberg (2014) and the entrepreneurial cycle advocated by Brush et al., (2003), were designed. Results indicated that there was a significant RBL effect on studentsU+2019 research competences, reflected in their overall achievement and in specific research clusters.Study 3 (chapter 5) was conducted in a public Ecuadorian university and involved a total population of 6 students from a Sociology and Rural Development graduate course. Using a qualitative approach, this study explored the impact of RBL on the development of studentsU+2019 research competences and its interaction with other variables such as autonomous motivation and self-efficacy. Our assumptions were based on two theoretical frameworks: Self-Determination Theory (Ryan & Deci, 2017) and Self-efficacy (Bandura, 1977).A research competency test was designed and administered at the beginning and end of the 14-week semester. During the intervention, three rounds of interviews were conducted in weeks 2, 6 and 12. The aim of this interview was to examine studentsU+2019 views regarding their research competences, levels of confidence and autonomous motivation to conduct research. Questions from this interview focused on the four sources of self-efficacy from Bandura's Self-efficacy Theory, (1977) and the three basic psychological needs from Deci & Ryan (1982). All students followed the same version of the course. Six assignments, involving research-based tasks, were designed by the course teacher in accordance with the syllabus.Overall, the main findings in this study reflected an impact of the RBL intervention on specific studentsU+2019 research competences along with positive changes in their self-efficacy. Although the results for studentsU+2019 autonomous motivation showed some negative trends regarding their relatedness, we concluded that these did not heavily affect learning.Overall, our main findings report that a) RBL impact on intentions to do research showed positive trends but could not be proved; b) the implementation of a structured RBL version of course reflected a higher positive impact on research competences in comparison with control versions of the same course; c) the implementation of RBL contributed to develop specific research competences but not others due to weak research backgrounds; d) other variables such as autonomous motivation, self-efficacy and intention precursors did not interact with the impact of RBL.468ReferencesAbd Mutalib, H., Jamil, M., Zuriana, C., Mohamed, R., & Ismail, S. (2017). Attitude, subjective norms, perceived behavioral control and intention to share environmental knowledge: accounting studentsU+2019 perspective. International Journal of Business and Management, 1(2), 189U+2013196. Retrieved from https://www.ijbmjournal.com/uploads/2/6/8/1/26810285/029-ijbm-189-196.pdfAdedokun, O. A., Bessenbacher, A. B., Parker, L. C., Kirkham, L. L., & Burgess, W. D. (2013a). Research skills and STEM undergraduate research studentsU+2019 aspirations for research careers: Mediating effects of research self-efficacy. Journal of Research in Science Teaching, 50(8), 940U+2013951. https://doi.org/10.1002/tea.21102Adedokun, O. A., Bessenbacher, A. B., Parker, L. C., Kirkham, L. L., & Burgess, W. D. (2013b). Research skills and STEM undergraduate research studentsU+2019 aspirations for research careers: Mediating effects of research self-efficacy. Journal of Research in Science Teaching, 50(8), 940U+2013951. https://doi.org/10.1002/tea.21102Adedokun, O., Bessenbacher, A., Parker, L., Kirkham, L., & Burgess, W. (2013). Research skills and STEM undergraduate research studentsU+2019 aspirations for research careers: Mediating effects of research self-efficacy. Journal of Research in Science Teaching, 50(8), 940U+2013951. https://doi.org/10.1002/tea.21102Agricola, B., Prins, F., van der Schaaf, M., & van Tartwijk, J. (2018). TeachersU+2019 diagnosis of studentsU+2019 research skills during the mentoring of the undergraduate thesis. Mentoring & Tutoring: Partnership in Learning, 26(5), 542U+2013562. https://doi.org/10.1080/13611267.2018.1561015Ahammed, F., Hassanli, R., Iqbal, A., & Corcoran, P. (2017). Effectiveness of Teaching Research Nexus to Enhance StudentsU+2019 Learnings. In 2017 7th World Engineering Education Forum (WEEF) (pp. 434U+2013438). IEEE. https://doi.org/10.1109/WEEF.2017.8467083Ahn, H. S., Bong, M., & Kim, S. (2017a). Social models in the cognitive appraisal of self-efficacy information. Contemporary Educational Psychology, 48, 149U+2013166. https://doi.org/10.1016/J.CEDPSYCH.2016.08.002Ahn, H. S., Bong, M., & Kim, S. (2017b). Social models in the cognitive appraisal of self-efficacy information. Contemporary Educational Psychology, 48, 149U+2013166. https://doi.org/10.1016/J.CEDPSYCH.2016.08.002Ahn, H. S., Usher, E. L., Butz, A., & Bong, M. (2016). Cultural differences in the understanding of modelling and feedback as sources of self-efficacy information. British Journal of Educational Psychology, 86(1), 112U+2013136. https://doi.org/10.1111/bjep.12093469Ajzen, I. (1985a). Constructing a Theory of Planned Behavior Questionnaire.Ajzen, I. (1985b). From Intentions to Actions: A Theory of Planned Behavior. In Action Control (pp. 11U+201339). Springer Berlin Heidelberg. https://doi.org/10.1007/978-3-642-69746-3_2Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179U+2013211. https://doi.org/10.1016/0749-5978(91)90020-TAjzen, I. (2002). Perceived Behavioral Control, Self-Efficacy, Locus of Control, and the Theory of Planned Behavior1. Journal of Applied Social Psychology, 32(4), 665U+2013683. https://doi.org/10.1111/j.1559-1816.2002.tb00236.xAjzen, I. (2011). The theory of planned behaviour: Reactions and reflections. Psychology & Health, 26(9), 1113U+20131127. https://doi.org/10.1080/08870446.2011.613995Ajzen, I., & Fishbein, M. (1969). The prediction of behavioral intentions in a choice situation. Journal of Experimental Social Psychology, 5(4), 400U+2013416. https://doi.org/10.1016/0022-1031(69)90033-XAl-Maktoumi, A., Al-Ismaily, S., & Kacimov, A. (2016a). Research-based learning for undergraduate students in soil and water sciences: a case study of hydropedology in an arid-zone environment. Journal of Geography in Higher Education, 40(3), 321U+2013339. https://doi.org/10.1080/03098265.2016.1140130Al-Maktoumi, A., Al-Ismaily, S., & Kacimov, A. (2016b). Research-based learning for undergraduate students in soil and water sciences: a case study of hydropedology in an arid-zone environment. Journal of Geography in Higher Education, 40(3), 321U+2013339. https://doi.org/10.1080/03098265.2016.1140130Albareda-Tiana, S., Vidal-Raméntol, S., Pujol-Valls, M., & Fernández-Morilla, M. (2018). Holistic Approaches to Develop Sustainability and Research Competencies in Pre-Service Teacher Training. Sustainability, 10(10), 3698. https://doi.org/10.3390/su10103698Aleixo, A. M., Leal, S., & Azeiteiro, U. M. (2018). Conceptualization of sustainable higher education institutions, roles, barriers, and challenges for sustainability: An exploratory study in Portugal. Journal of Cleaner Production, 172, 1664U+20131673. https://doi.org/10.1016/J.JCLEPRO.2016.11.010Altbach, P. G., Reisberg, L., & Rumbley, L. E. (2010). Trends in Global Higher Education : Tracking an Academic Revolution. BRILL.Alvarado, C., & Spring, N. (2018). Successfully Engaging Early Undergraduates in CS Research. In Proceedings of the 49th ACM Technical Symposium on Computer470Science Education - SIGCSE U+201918 (pp. 1050U+20131050). New York, NY, USA: ACM Press. https://doi.org/10.1145/3159450.3162365Amato, M. P., Lundberg, N., Ward, P. J., Schaalje, B. G., & Zabriskie, R. (2016). The Mediating Effects of Autonomy, Competence, and Relatedness During Couple Leisure on the Relationship Between Total Couple Leisure Satisfaction and Marital Satisfaction. Journal of Leisure Research, 48(5), 349U+2013373. https://doi.org/10.18666/JLR-2016-V48-I5-7026Ameen, K., Batool, S. H., & Naveed, M. A. (2018). Difficulties novice LIS researchers face while formulating a research topic. Information Development, 20(10), 1U+20139. https://doi.org/10.1177/0266666918774875Ameen, K., Batool, S. H., & Naveed, M. A. (2019). Difficulties novice LIS researchers face while formulating a research topic. Information Development, 35(4), 592U+2013600. https://doi.org/10.1177/0266666918774875Amelia, T. (2018a). The Implementation of Research-based Learning on Biology Seminar Course in Biology Education Study Program of FKIP UMRAH. IOP Conference Series: Materials Science and Engineering, 335, 012095. https://doi.org/10.1088/1757-899X/335/1/012095Amelia, T. (2018b). The Implementation of Research-based Learning on Biology Seminar Course in Biology Education Study Program of FKIP UMRAH. IOP Conference Series: Materials Science and Engineering, 335(1), 012095. https://doi.org/10.1088/1757-899X/335/1/012095Arias, A. V. (2015). Identification of Difficulties in the Consolidation of Research Processes at a Higher Education Institution: A Case Study. Turkish Online Journal of Educational Technology - TOJET, 14(3), 73U+201380.Arimoto, A. (2015). The Teaching and Research Nexus from an International Perspective. In The Relevance of Academic Work in Comparative Perspective (pp. 91U+2013106). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-319-11767-6_6Arksey, H., & OU+2019Malley, L. (2005). Scoping studies: towards a methodological framework. International Journal of Social Research Methodology, 8(1), 19U+201332. https://doi.org/10.1080/1364557032000119616Armitage, C. J., Christian, J., & Christian, J. (2017). From Attitudes to Behavior: Basic and Applied Research on the Theory of Planned Behavior. In Planned Behavior (pp. 1U+201312). Routledge. https://doi.org/10.4324/9781315126449-1Baguley, T. (2009). Standardized or simple effect size: What should be reported? British Journal of Psychology, 100(3), 603U+2013617.471https://doi.org/10.1348/000712608X377117Bahr, D. (2009). A one week intensive short course for introducing lower division students to undergraduate research. In 2009 ASEE Annual Conference and Exposition, Austin, Texas (p. 14.81.1-14.81.7). American Society for Engineering Education.Baiduc, R. R., Drane, D., Beitel, G. J., & Flores, L. C. (2017). A Research Preparatory Program for First-Year College Students: Student Selection and Preparation Lead to Persistence in Research. Innovative Higher Education, 42(3), 269U+2013284. https://doi.org/10.1007/s10755-016-9377-4Bajjaly, S., Tang, R., Julien, H., & Wolfram, D. (2018). ALISE@ASIS&T: Building an LIS researchU+2010teaching nexus. Proceedings of the Association for Information Science and Technology, 55(1), 650U+2013652. https://doi.org/10.1002/pra2.2018.14505501072Bak, H., & Kim, D. (2015). Too much Emphasis on Research? An Empirical Examination of the Relationship Between Research and Teaching in Multitasking Environments. Research in Higher Education Journal, 56(8), 843U+2013860. https://doi.org/10.1007/s11162-015-9372-0Balint, D. M. (2016). Supporting information literacy development of engineering students in research-based composition courses. In 2016 IEEE Global Engineering Education Conference (EDUCON) (pp. 802U+2013807). IEEE. https://doi.org/10.1109/EDUCON.2016.7474645Bandura, A. (1977a). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191U+2013215. https://doi.org/10.1037/0033-295X.84.2.191Bandura, A. (1977b). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191U+2013215. https://doi.org/10.1037/0033-295X.84.2.191Bandura, A. (1981). Self-referent thought: A developmental analysis of self-efficacy. In J. Flavell & R. Lee (Eds.), Social Cognitive Development: Frontiers and possible futures (pp. 200U+2013239). New York, NY, USA: Cambridge University Press. Retrieved from https://books.google.com/books?hl=es&lr=&id=4JI5AAAAIAAJ&oi=fnd&pg=PA200&dq=self+referent+thought+a+developmental+analysis+of+self+efficacy&ots=Oa7gmsg-I7&sig=1E_KSeyA5hCMGtX0GEMp-FSZ2hQBandura, A. (1993). Perceived Self-Efficacy in Cognitive Development and Functioning. Educational Psychologist, 28(2), 117U+2013148.472https://doi.org/10.1207/s15326985ep2802_3Bandura, A. (1994). Self-efficacy. In V. Ramachaudran (Ed.), Encyclopedia of human behavior (pp. 71U+201381). New York, NY: New York:Academic Press.Bandura, A. (1997a). Self-efficacy: The exercise of control. New York, NY, USA: W H Freeman/Times Books/ Henry Holt & Co.Bandura, A. (1997b). Self-efficacy: Toward a unifying theory of behavioral. Psychological Review, 84(2), 191U+2013215. https://doi.org/10.1037/0033-295X.84.2.191Bandura, A. (2006). Guide for constructing Self-Efficacy scales.Bandura, A. (2010). Self-Efficacy. In The Corsini Encyclopedia of Psychology (pp. 1U+20133). Hoboken, NJ, USA: John Wiley & Sons, Inc. https://doi.org/10.1002/9780470479216.corpsy0836Bangera, G., & Brownel, S. (2014). Course-Based Undergraduate Research Experiences Can Make Scientific Research More Inclusive. CBE Life Sciences Education, 13(4), 602U+2013606. https://doi.org/10.1187/cbe.14060099Bangera, G., & Brownell, S. E. (2014). Course-based undergraduate research experiences can make scientific research more inclusive. CBE Life Sciences Education, 13(4), 602U+2013606. https://doi.org/10.1187/cbe.14-06-0099Barabadi, E., Barabadi, H. A., Golparvar, S. E., & Bayat, M. (2018). Iranian EFL TeachersU+2019 Sources of Self-Efficacy in the Context of New English Curriculum: A Grounded Theory Approach. Journal of Teaching Language Skills, 37(1), 37U+201372. https://doi.org/10.22099/JTLS.2018.29613.2527Bartholomew, K. J., Ntoumanis, N., Mouratidis, A., Katartzi, E., Thøgersen-Ntoumani, C., & Vlachopoulos, S. (2018). Beware of your teaching style: A school-year long investigation of controlling teaching and student motivational experiences. Learning and Instruction, 53, 50U+201363. https://doi.org/10.1016/J.LEARNINSTRUC.2017.07.006Basilio, M., & Bueno, D. (2019). Research Skills and Attitudes of Master Teachers in a Division towards Capability Training. In International Conference on Economics, Education, Humanities and Sociial Sciences, CEBU, Philippines (pp. 163U+2013171). Retrieved from http://www.academia.edu/download/59447324/Research_Skills_of_MTs20190529-38905-4yjxmx.pdfBautista, N. U. (2011). Investigating the Use of Vicarious and Mastery Experiences in Influencing Early Childhood Education MajorsU+2019 Self-Efficacy Beliefs. Journal of Science Teacher Education, 22(4), 333U+2013349. https://doi.org/10.1007/s10972-011-4739232-5Beachboard, M. R., Beachboard, J. C., Li, W., & Adkison, S. R. (2011). Cohorts and Relatedness: Self-Determination Theory as an Explanation of How Learning Communities Affect Educational Outcomes. Research in Higher Education, 52(8), 853U+2013874. https://doi.org/10.1007/s11162-011-9221-8Bjerke, A. H., & Solomon, Y. (2019). Developing Self-Efficacy in Teaching Mathematics: Pre-Service TeachersU+2019 Perceptions of the Role of Subject Knowledge. Scandinavian Journal of Educational Research, 1U+201314. https://doi.org/10.1080/00313831.2019.1595720Black, A. E., & Deci, E. L. (2000). The effects of instructorsU+2019 autonomy support and studentsU+2019 autonomous motivation on learning organic chemistry: A self-determination theory perspective. Science Education, 84(6), 740U+2013756. https://doi.org/10.1002/1098-237X(200011)84:6<740::AID-SCE4>3.0.CO;2-3Bloom, B., Engelhart, M. D., Furst, E. J., & Krathwohl, D. R. (1956). TAXONOMY OF EDUCATIONAL OBJECTIVES: The Classification of Educational Goals Handbook 1 Cognitive Domain. Longman Publishing Group.Blume, S., Madanchi, N., Böhme, S., Posselt, G., Thiede, S., & Herrmann, C. (2015). Die Lernfabrik U+2013 Research-based Learning for Sustainable Production Engineering. Procedia CIRP, 32, 126U+2013131. https://doi.org/10.1016/J.PROCIR.2015.02.113Bocchino, A., Lepiani, I., Dueñas, M., Medialdea, M. J., Romero-Grimaldi, C., Mata, C., U+2026 Nuñez, A. (2012). ICERI 2012 : publications ; Madrid (Spain) 19th - 21st of November, 2012; 5th International Conference of Education, Research and Innovation. [2], Proceedings. (L. Gómez Chova, A. López Martínez, & I. Candel Torres, Eds.), ICERI2012 Proceedings. Madrid: IATED.Böttcher, F., & Thiel, F. (2018). Evaluating research-oriented teaching: a new instrument to assess university studentsU+2019 research competences. Higher Education, 75(1), 91U+2013110. https://doi.org/10.1007/s10734-017-0128-yBoula, J., Morgan, K., Morrissey, C., & Shore, R. (2017). How Do Students Understand New Ideas? In Response to the Deans for Impact Report (DFI). JOurnal of Applied Educational and Policy Research, 3(1), 5U+201313.Boyd, W. E., OU+2019Reilly, M., Rendell, K., Rowe, S., Wilson, E., Dimmock, K., U+2026 Fisher, K. (2011). ERIC - U+201CFriday Is My Research DayU+201D: Chance, Time and Desire in the Search for the Teaching-Research Nexus in the Life of a University Teacher, Journal of University Teaching and Learning Practice, 2012. Journal of University Teaching and Learning Practice, 9(2).474Boyd, W. E., OU+2019Reilly, M., Rendell, K., Rowe, S., Wilson, E., Dimmock, K., U+2026 Fisher, K. (2012). U+201CFriday Is My Research DayU+201D: Chance, Time and Desire in the Search for the Teaching-Research Nexus in the Life of a University Teacher. Journal of University Teaching and Learning Practice, 9(2), 1U+201317.Boyd, W., OU+2019Reilly, M., Bucher, D., Fisher, K., & Morton, A. (2010). Activating the Teacher-Research nexus in smaller universities. Journal of University Teaching and Learning Practice, 7(2), 1U+20138.Bradley, R. L., Browne, B. L., & Kelley, H. M. (2017). Examining the Influence of Self-Efficacy and Self-Regulation in Online Learning. College Studuent Journal, 51(4), 518U+2013530. Retrieved from https://www.ingentaconnect.com/content/prin/csj/2017/00000051/00000004/art00008Brame, C. J., Pruitt, W. M., & Robinson, L. C. (2008). A Molecular Genetics Laboratory Course Applying Bioinformatics and Cell Biology in the Context of Original Research. Cell Biology Education, 7(4), 410U+2013421. https://doi.org/10.1187/cbe.08-07-0036Brennan, L., Cusack, T., Delahunt, E., Kuznesof, S., & Donnelly, S. (2019a). AcademicsU+2019 conceptualisations of the research-teaching nexus in a research-intensive Irish university: A dynamic framework for growth & development. Learning and Instruction, 60, 301U+2013309. https://doi.org/10.1016/J.LEARNINSTRUC.2017.10.005Brennan, L., Cusack, T., Delahunt, E., Kuznesof, S., & Donnelly, S. (2019b). AcademicsU+2019 conceptualisations of the research-teaching nexus in a research-intensive Irish university: A dynamic framework for growth and development. Learning and Instruction, 60, 301U+2013309. https://doi.org/10.1016/J.LEARNINSTRUC.2017.10.005Brew, A. (2010a). Imperatives and challenges in integrating teaching and research. Higher Education Research and Development, 29(2), 139U+2013150.Brew, A. (2010b). Imperatives and challenges in integrating teaching and research. Higher Education Research & Development, 29(2), 139U+2013150. https://doi.org/10.1080/07294360903552451Brew, A. (2012). Teaching and research: new relationships and their implications for inquiry-based teaching and learning in higher education. Higher Education Research & Development, 31(1), 101U+2013114. https://doi.org/10.1080/07294360.2012.642844Brew, A. (2013). Understanding the scope of undergraduate research: a framework for475curricular and pedagogical decision-making. Higher Education, 66(5), 603U+2013618. https://doi.org/10.1007/s10734-013-9624-xBrew, A., & Jewell, E. (2012). Enhancing quality learning through experiences of research-based learning: implications for academic development. International Journal for Academic Development, 17(1), 47U+201358. https://doi.org/10.1080/1360144X.2011.586461Briant Carant, J. (2017). Unheard voices: a critical discourse analysis of the Millennium Development GoalsU+2019 evolution into the Sustainable Development Goals. Third World Quarterly, 38(1), 16U+201341. https://doi.org/10.1080/01436597.2016.1166944Brownell, S., Kloser, M., & Fukami, T. (2012). Undergraduate biology lab courses: comparing the impact of traditionally based U+201CcookbookU+201D and authentic research-based courses on student lab experiences. Journal of CollegeScience Teaching, 41(4), 36U+201345.Bruning, R., & Kauffman, D. (2006). Self-efficacy beliefs and motivation in writing development. In Handbook of Writing Research (pp. 158U+2013170). Retrieved from https://books.google.com.ec/books?hl=es&lr=&id=VT7YCz2G-iQC&oi=fnd&pg=PA158&dq=self-efficacy+beliefs+and+motivation+in+writing+development&ots=RadLPr3XjE&sig=5QIzPqDVidf5JW-0fOkkW1Hz1uwBruning, R., & Kauffman, D. (2015). Self-efficacy beliefs and motivation in writing development. In Handbook of Writing Research, volume 2 (pp. 160U+2013173).Bruning, R., & Kauffman, D. (2016). Self-efficacy beliefs and motivation in writing development. In C. MacArthur, G. Steve, & J. Fitzgerald (Eds.), Handbook of Writing Research. New York, NY, USA: The Guilford Press. Retrieved from https://books.google.com/books?hl=es&lr=&id=HxqGCgAAQBAJ&oi=fnd&pg=PT343&dq=Bruning,+R.,+%26+Kauffman,+D.+(2015).+Self-efficacy+beliefs+and+motivation+in+writing+development.+In+Handbook+of+Writing+Research,+volume+2+(pp.+160U+2013173).&ots=DMVR52OCqs&sig=9rmvBrush, C. G., Duhaime, I. M., Gartner, W. B., Stewart, A., Katz, J. A., Hitt, M. A., U+2026 Venkataraman, S. (2003). Doctoral Education in the Field of Entrepreneurship. Journal of Management, 29(3), 309U+2013331. https://doi.org/10.1016/S0149-2063_03_00014-XBuchanan, S., Harlan, M., Bruce, C., & Edwards, S. (2016). Inquiry based learning models, information literacy, and student engagement: A literature review. School Libraries Worldwide, 22(2), 23U+201339. Retrieved from http://eprints.qut.edu.au/102823/476Buckley, C. (2011). Student and staff perceptions of the researchU+2013teaching nexus. Innovations in Education and Teaching International, 48(3), 313U+2013322. https://doi.org/10.1080/14703297.2011.593707Buckley, J. M., Higginson, J. S., Bucha, A., Khandha, A., Elliott, D., & Buchanan, T. (2013). Research-focused undergraduate laboratory exercises in biomechanics. In Proceedings of the ASME Summer Bioengineering Conference--2013: presented at ASME 2013 Summer Bio-engineering Conference, June 26-29, 2013, Sunriver, Oregon, USA (pp. 1U+20132). ASME. https://doi.org/10.1115/SBC2013-14772Buckner, B., Beck, J., Browning, K., Fritz, A., Grantham, L., Hoxha, E., U+2026 Janick-Buckner, D. (2007). Involving Undergraduates in the Annotation and Analysis of Global Gene Expression Studies: Creation of a Maize Shoot Apical Meristem Expression Database. Genetics, 176(2), 741U+2013747. https://doi.org/10.1534/genetics.106.066472Bujang, M., & Adnan, T. (2016). Requirements for minimum sample size for sensitivity and specificity analysis. Journal of Clinical and Diagnostic Research, 10(10), YE01. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5121784/Burgermeister, A., Ringeisen, T., & Raufelder, D. (2016). Fostering studentsU+2019 moderation competence: the interplay between social relatedness and perceived competence. Teaching in Higher Education, 21(8), 990U+20131005. https://doi.org/10.1080/13562517.2016.1209183Burns, M. E., Houser, M. L., & Farris, K. L. (2018). Theory of planned behavior in the classroom: An examination of the instructor confirmation-interaction model. Higher Education, 75(6), 1091U+20131108. https://doi.org/10.1007/s10734-017-0187-0Butz, A., Branchaw, J., Pfund, C., Byars-Winston, A., & Leverett, P. (2018). Promoting STEM trainee research self-efficacy: a mentor training intervention. Understanding Interventions, 9(1), 3730. Retrieved from https://pdfs.semanticscholar.org/0d0f/81c91964f4ea6a9a980cb9797fe57c887dfc.pdfButz, A. R., & Usher, E. L. (2015). Salient sources of early adolescentsU+2019 self-efficacy in two domains. Contemporary Educational Psychology, 42, 49U+201361. https://doi.org/10.1016/J.CEDPSYCH.2015.04.001Butz, N. T., & Stupnisky, R. H. (2017). Improving student relatedness through an online discussion intervention: The application of self-determination theory in synchronous hybrid programs. Computers & Education, 114, 117U+2013138. https://doi.org/10.1016/J.COMPEDU.2017.06.006Caccavo, F. (2011). An Open-Ended, Inquiry-Based Approach to Environmental477Microbiology. The American Biology Teacher, 73(9), 521U+2013525. https://doi.org/10.1525/abt.2011.73.9.4Cadez, S., Dimovski, V., & Zaman, M. (2017). Research, teaching and performance evaluation in academia: the salience of quality. Studies in Higher Education, 42(8), 1455U+20131473. https://doi.org/10.1080/03075079.2015.1104659Camacho, M., Chiluiza, K., & Valcke, M. (2017). THE EFFECT OF U+201CRESEARCH BASED LEARNING ACTIVITIES" ON STUDENTSU+2019 INTENTION TO DO RESEARCH IN GRADUATE COURSES. In 9th International Conference on Education and New Learning Technologies (pp. 6571U+20136579). Barcelona, Spain: IATED Academy.Capa-Aydin, Y., Uzuntiryaki-Kondakci, E., & Ceylandag, R. (2018a). The relationship between vicarious experience, social persuasion, physiological state, and chemistry self-efficacy: The role of mastery experience as a mediator. Psychology in the Schools, 55(10), 1224U+20131238. https://doi.org/10.1002/pits.22201Capa-Aydin, Y., Uzuntiryaki-Kondakci, E., & Ceylandag, R. (2018b). The relationship between vicarious experience, social persuasion, physiological state, and chemistry self-efficacy: The role of mastery experience as a mediator. Psychology in the Schools, 55(10), 1224U+20131238. https://doi.org/10.1002/pits.22201Carnahan, M., Cox, K., Espinosa, J., Feaster, R., Hirsch, R., Lam, A., U+2026 Azbell, J. (2000). Probing the Active Site of Yeast Alcohol Dehydrogenase through Microscale Yeast-Mediated Reductions of Acetophenone and Acetylpyridines. A Collaborative and Research-Based Advanced Bioorganic Chemistry Laboratory Project. Journal of Chemical Education, 77(3), 363. https://doi.org/10.1021/ed077p363Carpi, A., Ronan, D. M., Falconer, H. M., & Lents, N. H. (2017). Cultivating minority scientists: Undergraduate research increases self-efficacy and career ambitions for underrepresented students in STEM. Journal of Research in Science Teaching, 54(2), 169U+2013194. https://doi.org/10.1002/tea.21341Carter, S., & Kumar, V. (2017). U+2018Ignoring me is part of learningU+2019: Supervisory feedback on doctoral writing. Innovations in Education and Teaching International, 54(1), 68U+201375. https://doi.org/10.1080/14703297.2015.1123104Casanovas, M., Ahearn, A., Ramos, G., & Popo, S. (2016). The researchU+2013teaching nexus: using a construction teaching event as a research tool. Innovations in Education and Teaching International, 53(1), 104U+2013118. https://doi.org/10.1080/14703297.2014.943787Chang, Y., & Ramnanan, C. (2015). A Review of Literature on Medical Students and478Scholarly Research. Academic Medicine, 90(8), 1162U+20131173. https://doi.org/10.1097/ACM.0000000000000702Chang, Y., & Ramnanan, C. J. (2015). A Review of Literature on Medical Students and Scholarly Research. Academic Medicine, 90(8), 1162U+20131173. https://doi.org/10.1097/ACM.0000000000000702Charitas, R., Prahmana, I., & Yaya, K. (2016). Pedagogika. In Pedagogika (Vol. 123, pp. 42U+201354). Vilniaus pedagoginis universitetas. Retrieved from https://www.ceeol.com/search/article-detail?id=459600Chase, A., Clancy, H., Lachance, R., Mathison, B., Chiu, M., & Weaver, G. (2017). Improving critical thinking via authenticity: the CASPiE research experience in a military academy chemistry course. Chemistry Education Reearch an Pratcice, 18(1), 55U+201363. https://doi.org/10.1039/c6rp00171hChase, A., Pakhira, D., & Stains, M. (2013). Implementing Process-Oriented, Guided-Inquiry Learning for the First Time: Adaptations and Short-Term Impacts on StudentsU+2019 Attitude and Performance. Journal of Chemical Education, 90(4), 409U+2013416. https://doi.org/10.1021/ed300181tChen, B., Vansteenkiste, M., Beyers, W., Boone, L., Deci, E. L., Van der Kaap-Deeder, J., U+2026 Verstuyf, J. (2015). Basic psychological need satisfaction, need frustration, and need strength across four cultures. Motivation and Emotion, 39(2), 216U+2013236. https://doi.org/10.1007/s11031-014-9450-1Chen, O., Kalyuga, S., & Sweller, J. (2015). The worked example effect, the generation effect, and element interactivity. Journal of Educational Psychology, 107(3), 689U+2013704. https://doi.org/10.1037/edu0000018Cheol, J., Cummings, W. K., & Akira, A. (2014). Teaching and Research across Higher Education Systems: Typology and Implications. In U. Teichler (Ed.), The Changing Academy U+2013 The Changing Academic Profession in International Comparative Perspective 9 Teaching and Research in Contemporary Higher Education Systems, Activities and Rewards (p. 410). New York, NY: Springer. https://doi.org/10.1007/978-94-007-6830-7Cheong, S., Reeve, J., & Moon, I. (2012). Experimentally Based, Longitudinally Designed, Teacher-Focused Intervention to Help Physical Education Teachers Be More Autonomy Supportive Toward Their Students. Journal of Sport and Exercise Psychology, 34(3), 365U+2013396. https://doi.org/doi.org/10.1123/jsep.34.3.365Chiang, E. S., Baley, J., Ponder, J., & Padilla, M. A. (2016). Autonomy and Firefighting. Journal of Occupational and Environmental Medicine, 58(12), 1223U+20131230. https://doi.org/10.1097/JOM.0000000000000894479Chiniara, M., & Bentein, K. (2016). Linking servant leadership to individual performance: Differentiating the mediating role of autonomy, competence and relatedness need satisfaction. The Leadership Quarterly, 27(1), 124U+2013141. https://doi.org/10.1016/J.LEAQUA.2015.08.004Christe, D., Shah, A., Bhatt, J., & Powell, L. (2015). Raising interest in STEM education: A research-based learning framework. In Emerging Trends and Technologies in Libraries and Information Services (ETTLIS), 2015 4th International Symposium on. IEEE (pp. 167U+2013169).Christe, D., Wisner, B. J., Bhatt, J. J., & Kontsos, A. (2016). Raising interest in STEM education: A research-based community college-university partnership for improving minority participation. In 123rd ASEE Annual Conference & Exposition, New Orleans, LA (pp. 1U+201313). American Society for Engineering Education.Chumwichan, S., & Siriparp, T. (2016). Influence of Research Training Environment on Research Interest in Graduate Students. Procedia - Social and Behavioral Sciences, 217, 950U+2013957. https://doi.org/10.1016/J.SBSPRO.2016.02.065Cirino, L. A., Emberts, Z., Joseph, P. N., Allen, P. E., Lopatto, D., & Miller, C. W. (2017). Broadening the voice of science: Promoting scientific communication in the undergraduate classroom. Ecology and Evolution, 7(23), 10124U+201310130. https://doi.org/10.1002/ece3.3501Clark, T., & Hordosy, R. (2019). Undergraduate experiences of the research/teaching nexus across the whole student lifecycle. Teaching in Higher Education, 24(3), 412U+2013427. https://doi.org/10.1080/13562517.2018.1544123Clark, T., & Hordosy, R. (2019). Undergraduate experiences of the research/teaching nexus across the whole student lifecycle. Teaching in Higher Education, 24(3), 412U+2013427. https://doi.org/10.1080/13562517.2018.1544123Cockcroft, R., Symons, S. L., Goff, L., Knorr, K., Robinson, S. J., Van Wersch, G., U+2026 Farquharson, M. J. (2016). New Interdisciplinary Science Course for First-Year Faculty of Science Students: Overview and Preliminary Results from the Pilot. Collected Essays on Learning and Teaching, 9, 43U+201368.Coetzee, L., & Kruger, S. (2018). Optometry studentsU+2019 attitudes towards research at undergraduate level. African Journal of Health Professions Education, 10(2), 85. https://doi.org/10.7196/AJHPE.2018.v10i2.728Colbert-White, E., & Simpson, E. (2017). A Workbook for Scaffolding Mentored Undergraduate Research Experiences in the Social and Behavioral Sciences. International Journal of Teaching and Learning in Higher Education, 29(2), 309U+2013380.480Cole, K. E., Inada, M., Smith, A. M., & Haaf, M. P. (2013). Implementing a Grant Proposal Writing Exercise in Undergraduate Science Courses To Incorporate Real-World Applications and Critical Analysis of Current Literature. Journal of Chemical Education, 90(10), 1316U+20131319. https://doi.org/10.1021/ed400130sCook, D. A., & Artino, A. R. (2016). Motivation to learn: an overview of contemporary theories. Medical Education, 50(10), 997U+20131014. https://doi.org/10.1111/medu.13074Cortright, R. N., Lujan, H. L., Blumberg, A. J., Cox, J. H., & DiCarlo, S. E. (2013). Higher levels of intrinsic motivation are related to higher levels of class performance for male but not female students. Advances in Physiology Education, 37(3), 227U+2013232. https://doi.org/10.1152/advan.00018.2013Cortright, R. N., Lujan, H. L., Cox, J. H., Cortright, M. A., Langworthy, B. M., Petta, L. M., U+2026 DiCarlo, S. E. (2015). Intellectual development is positively related to intrinsic motivation and course grades for female but not male students. Advances in Physiology Education, 39(3), 181U+2013186. https://doi.org/10.1152/advan.00117.2014Corwin, L. A., Graham, M. J., & Dolan, E. L. (2015). Modeling Course-Based Undergraduate Research Experiences: An Agenda for Future Research and Evaluation. CBEU+2014Life Sciences Education, 14(1), 1U+201313. https://doi.org/https://doi.org/10.1187/cbe.14-10-0167Corwin, L. A., Runyon, C. R., Ghanem, E., Sandy, M., Clark, G., Palmer, G. C., U+2026 Dolan, E. L. (2018). Effects of Discovery, Iteration, and Collaboration in Laboratory Courses on UndergraduatesU+2019 Research Career Intentions Fully Mediated by Student Ownership. CBEU+2014Life Sciences Education, 17(2), ar20. https://doi.org/10.1187/cbe.17-07-0141Crist, C., Duncan, S., & Bianchi, L. (2017). Incorporation of CrossU+2010Disciplinary Teaching and a Wiki Research Project to Engage Undergraduate StudentsU+2019 to Develop Information Literacy, Critical Thinking, and Communication Skills. Research in Food Science Education, 16(3), 81U+201391. https://doi.org/10.1111/1541-4329.12111Cunningham, M., France, E., Ring, N., Uny, I., Duncan, E., Roberts, R., & Noyes, J. (2016). Developing meta-ethnography reporting guidance for research and practice. Health Services and Delivery Research. Retrieved from http://orca.cf.ac.uk/117864/1/Turley_Developing meta-ethnography reporting guidance for research and practice.pdfDadach, Z.-E. (2016). An Introductory Chemical Engineering Course Based on481Analogies and Research - Based Learning. International Journal of Engineering Education, 32(5), 2194U+20132203.Dale, S., & DiBenedetto, M. (2016). Self-efficacy Theory in Education. In Handbook of motivation at school (pp. 34U+201354).Daniels, H., Grineski, S. E., Collins, T. W., Morales, D. X., Morera, O., & Echegoyen, L. (2016). Factors Influencing Student Gains from Undergraduate Research Experiences at a Hispanic-Serving Institution. CBEU+2014Life Sciences Education, 15(3), 1U+201312. https://doi.org/10.1187/cbe.15-07-0163Daumiller, M., & Dresel, M. (2018). Subjective Perceptions of the TeachingU+2013Research Nexus and Occupational Stress at Universities. Zeitschrift Fur Entwicklungspsychologie Und Pädagogische Psychologie, 50(3), 126U+2013138. https://doi.org/10.1026/0049-8637/a000194Daumiller, M., & Dresel, M. (2018). Subjective Perceptions of the TeachingU+2013Research Nexus and Occupational Stress at Universities. Zeitschrift Fur Entwicklungspsychologie Und Pädagogische Psychologie, 50(3), 126U+2013138. https://doi.org/10.1026/0049-8637/a000194De Jong, T. (2010). Cognitive load theory, educational research, and instructional design: some food for thought. Instructional Science, 38(2), 105U+2013134. https://doi.org/10.1007/s11251-009-9110-0de Leeuw, A., Valois, P., Ajzen, I., & Schmidt, P. (2015). Using the theory of planned behavior to identify key beliefs underlying pro-environmental behavior in high-school students: Implications for educational interventions. Journal of Environmental Psychology, 42, 128U+2013138. https://doi.org/10.1016/J.JENVP.2015.03.005Deci, E. L., & Ryan, R. M. (1980). Self-determination Theory: When Mind Mediates Behavior. The Journal of Mind and Behavior. Institute of Mind and Behavior, Inc. https://doi.org/10.2307/43852807Deci, E. L., & Ryan, R. M. (2002a). Handbook of self-determination research. University of Rochester Press.Deci, E. L., & Ryan, R. M. (2002b). Handbook of self-determination research. University of Rochester Press. Retrieved from https://books.google.be/books?hl=es&lr=&id=DcAe2b7L-RgC&oi=fnd&pg=PA3&dq=self+determination+theory+deci+and+ryan&ots=drCM0F250m&sig=OxTfOYSTmC5ccfxuINd8vD8_Wr4#v=onepage&q=self determination theory deci and ryan&f=falseDeci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macrotheory of human482motivation, development, and health. Canadian Psychology/Psychologie Canadienne, 49(3), 182U+2013185. https://doi.org/10.1037/a0012801Deci, E. L., & Ryan, R. M. (2013). The importance of autonomy for development and well-being. In Self-regulation and autonomy: Social and (pp. 24U+201333).Deci, E. L., & Ryan, R. M. (2016). Optimizing StudentsU+2019 Motivation in the Era of Testing and Pressure: A Self-Determination Theory Perspective. In Building Autonomous Learners (pp. 9U+201329). Singapore: Springer Singapore. https://doi.org/10.1007/978-981-287-630-0_2Deci, E., & Moller, A. (2005). The Concept of Competence: A Starting Place for Understanding Intrinsic Motivation and Self-Determined Extrinsic Motivation. In A. Elliot & C. Dweck (Eds.), Handbook of competence and motivation (pp. 579U+2013597). Retrieved from https://psycnet.apa.org/record/2005-08058-031Deci, E., & Ryan, R. (1982a). Intrinsic Motivation Inventory (IMI) U+2013 selfdeterminationtheory.org. Retrieved January 5, 2020, from https://selfdeterminationtheory.org/intrinsic-motivation-inventory/Deci, E., & Ryan, R. (1982b). selfdeterminationtheory.org U+2013 Intrinsic Motivation Inventory (IMI).Deci, E., & Ryan, R. (2000a). Self-determination theory and the facilitation of instrinsic motivation, social development and well-being. American Psychologist, 55(1), 68U+201378. https://doi.org/10.1037110003-066X.55.1.68Deci, E., & Ryan, R. (2000b). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68U+201378. https://doi.org/DOI: 10.1037110003-066X.55.1.68Deci, E., & Ryan, R. (2008). Self-determination theory and the role of basic psychological needs in personality and the organization of behavior. In Handbook of Personality: Theory and Research (Vol. 3, pp. 654U+2013678). Retrieved from https://www.researchgate.net/profile/Richard_Ryan2/publication/232502441_Self-Determination_Theory_and_the_Role_of_Basic_Psychological_Needs_in_Personality_and_the_Organization_of_Behavior/links/572cb30908ae3736095a3283.pdfDeci, E., & Ryan, R. (2012). Motivation, personality, and development within embedded social contexts: An overview of self-determination theory. In The Oxford handbook of human motivation (pp. 85U+2013107). Oxford, UK: Oxford University Press.DeHaan, C. R., Hirai, T., & Ryan, R. M. (2016). NussbaumU+2019s Capabilities and Self-Determination TheoryU+2019s Basic Psychological Needs: Relating Some Fundamentals of Human Wellness. Journal of Happiness Studies, 17(5), 2037U+20132049. https://doi.org/10.1007/s10902-015-9684-y483Dekker, H., & Walsarie, S. (2016). Re-inventing research-based teaching and learning. Centre for Education and Learning (CEL). Retrieved from http://supporthere.org/sites/default/files/dekker_research_based_teaching_and_learning_for_effect_161205_website.pdfDekker, H., & Wolff, S. (2016). Re-inventing research-based teaching and learning.DePauw, K. P. (2019). Evolving Landscape of Global Higher Education: Challenges and Opportunities from a Graduate Education Perspective. In Major Challenges Facing Higher Education in the Arab World: Quality Assurance and Relevance (pp. 125U+2013132). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-030-03774-1_6Diefendorff, J., Houlfort, N., Vallerant, R., & Krantz, D. (2018). Emphasizing the Self in Organiztional Research on Self-Determination Theory. In L. Ferris, R. Johnson, & C. Sedikides (Eds.), The self at work : Fundamental Theory and Research (pp. 145U+2013171). Routledge.Dollinger, M., Lodge, J., & Coates, H. (2018). Co-creation in higher education: towards a conceptual model. Journal of Marketing for Higher Education, 28(2), 210U+2013231. https://doi.org/10.1080/08841241.2018.1466756Dopico, E., Linde, A. R., & Garcia-Vazquez, E. (2014). Learning gains in lab practices: teach science doing science. Journal of Biological Education, 48(1), 46U+201352. https://doi.org/10.1080/00219266.2013.801874Duckworth, O. W., Andrews, M. Y., Cubeta, M. A., Grunden, A. M., & Ojiambo, P. S. (2017). Revisiting Graduate Student Training to Address Agricultural and Environmental Societal Challenges. Agricultural & Environmental Letters, 2(1), 170019. https://doi.org/10.2134/ael2017.06.0019Duff, A., & Marriott, N. (2017a). The teachingU+2013research gestalt: the development of a discipline-based scale. Studies in Higher Education, 42(12), 2406U+20132420. https://doi.org/10.1080/03075079.2016.1152465Duff, A., & Marriott, N. (2017b). The teachingU+2013research gestalt: the development of a discipline-based scale. Studies in Higher Education, 42(12), 2406U+20132420. https://doi.org/10.1080/03075079.2016.1152465Dwyer, L. A., Bolger, N., Laurenceau, J.-P., Patrick, H., Oh, A. Y., Nebeling, L. C., & Hennessy, E. (2017). Autonomous Motivation and Fruit/Vegetable Intake in ParentU+2013Adolescent Dyads. American Journal of Preventive Medicine, 52(6), 863U+2013871. https://doi.org/10.1016/J.AMEPRE.2017.01.011Eagan, M. K., Hurtado, S., Chang, M. J., Garcia, G. A., Herrera, F. A., & Garibay, J. C. (2013). Making a Difference in Science Education: The Impact of Undergraduate484Research Programs. American Educational Research Journal, 50(4), 683U+2013713. https://doi.org/10.3102/0002831213482038Edelheim, J. (2017). Teaching Research Nexus in Tourism, Hospitality and Event Studies. In Handbook of Teaching and Learning in Tourism (pp. 468U+2013483). Edward Elgar Pub.Eid, F. H. (2014). Research, Higher Education and the Quality of Teaching: Inquiry in a Japanese Academic Context. Research in Higher Education Journal, 24, 1U+201325.Eley, D. S., & Wilkinson, D. (2015). Building a teaching-research nexus in a research intensive university: Rejuvenating the recruitment and training of the clinician scientist. Medical Teacher, 37(2), 174U+2013180. https://doi.org/10.3109/0142159X.2014.947937Emelyanova, I., Teplyakova, O., & Boltunova, L. (2017). The StudentsU+2019 Research Competences Formation on the MasterU+2019s Programmes in Pedagogy. European Journal of Contemporary Education, 6(4), 700U+2013714. https://doi.org/10.13187/ejced.2017.4.700Emery, N., Hund, A., Burks, R., Duffy, M., Scoffoni, C., & Swei, A. (2019). Students as ecologists: Strategies for successful mentorship of undergraduate researchers. Ecology and Evolution, 9(8), 4316U+20134326. https://doi.org/10.1002/ece3.5090Ennis, C. (2018). Responsive higher education provision: The challenges and opportunities for student competence within a contemporary world. In Ministry of Education, Youth and Sports of the Czech Republic International Conference on the Quality of Teaching in Higher Education. Retrieved from https://westminsterresearch.westminster.ac.uk/item/qqz1z/responsive-higher-education-provision-the-challenges-and-opportunities-for-student-competence-within-a-contemporary-worldFarcas, D., Bernardes, S., & Matos, M. (2017). The research-teaching nexus from the Portuguese academicsU+2019 perspective: a qualitative case study in a school of social sciences and humanities. Higher Education, 74(2), 239U+2013258. https://doi.org/10.1007/s10734-016-0046-4Fei, G., Lin, Z., & Zhixin, L. (2018). Reliability of Self-reported Data in College Student Engagement Surveys: Social Desirability Bias in Self-reported Survey. Journal of East China Normal University(Educational Sciences), 36(4), 53. https://doi.org/10.16382/J.CNKI.1000-5560.2018.04.005Feldman, A., Divoll, K. A., & Rogan-Klyve, A. (2013). Becoming Researchers: The Participation of Undergraduate and Graduate Students in Scientific Research Groups. Science Education, 97(2), 218U+2013243. https://doi.org/10.1002/sce.21051485Fielding, M., & Bragg, S. (2003). Student as Researchers: Making a Difference. Cambridge, UK.Filippello, P., Buzzai, C., Costa, S., Orecchio, S., & Sorrenti, L. (2020). Teaching style and academic achievement: The mediating role of learned helplessness and mastery orientation. Psychology in the Schools, 57(1), 5U+201316. https://doi.org/10.1002/pits.22315Firdaus, & Darmadi. (2017). Shaping scientific attitude of biology education students through research-based teaching. In 4th International Conference on Research, Implementation,and Education of Mathematics and Sciences: Research for Education developing scientific attitiude in Sciences and Mathematics (pp. 1000041-100004U+2013100005). https://doi.org/10.1063/1.4995214Follmer, D. J., Zappe, S. E., Gomez, E., & Kumar, M. (2016). Examining student outcomes from a research experiences for undergraduates (REU) program: Year two results. In 123rd ASEE Annual Conference & Exposition, New Orleans, LA (Vol. 2016U+2013June). American Society for Engineering Education.Follmer, D. J., Zappe, S. E., Gomez, E. W., & Kumar, M. (2015). Preliminary evaluation of a research experience for undergraduates (REU) program: A methodology for examining student outcomes. In ASEE Annual Conference and Exposition: Making Value for Society (p. 26.1243.1-26.1243.26). American Society for Engineering Education.Foulstone, A. R. |Kelly. A. (2019). Enhancing Academic Self-Efficacy and Performance among Fourth-Year Psychology Students: Findings from a Short Educational Intervention. International Journal for the Scholarship of Teaching and Learning, 13(2). Retrieved from https://eric.ed.gov/?id=EJ1218290France, C. R., France, J. L., Carlson, B. W., Frye, V., Duffy, L., Kessler, D. A., U+2026 Shaz, B. H. (2017). Applying self-determination theory to the blood donation context: The blood donor competence, autonomy, and relatedness enhancement (Blood Donor CARE) trial. Contemporary Clinical Trials, 53, 44U+201351. https://doi.org/10.1016/J.CCT.2016.12.010Fraser, D. (2008). The Phumelela Project: Improving the Success of Engineering Students. In Aalborg: Proceedings ofthe 36th SEFI Annual Conference (p. 35).Fukuda-Parr, S. (2016). From the Millennium Development Goals to the Sustainable Development Goals: shifts in purpose, concept, and politics of global goal setting for development. Gender & Development, 24(1), 43U+201352. https://doi.org/10.1080/13552074.2016.1145895Fuller, A. (2016). Combinatorial Solid-Phase Synthesis of Aromatic Oligoamides: A486Research-Based Laboratory Module for Undergraduate Organic Chemistry. Journal of Chemical Education, 93(5), 953U+2013957. https://doi.org/10.1021/acs.jchemed.5b00671Fuller, I. C., Mellor, A., & Entwistle, J. A. (2014). Combining research-based student fieldwork with staff research to reinforce teaching and learning. Journal of Geography in Higher Education, 38(3), 383U+2013400. https://doi.org/10.1080/03098265.2014.933403Gagne, M., Forest, J., Gilbert, M.-H., Aube, C., Morin, E., & Malorni, A. (2010). The Motivation at Work Scale: Validation Evidence in Two Languages. Educational and Psychological Measurement, 70(4), 628U+2013646. https://doi.org/10.1177/0013164409355698Galeano, N., & Morales-Menendez, R. (2012). Developing Research Skills in Undergraduate Students through an Internship Program in Research and Innovation. International Journal of Engineering Education, 28(1), 48.Gamarra, J. G. P., Ironside, J. E., de Vere, N., Allainguillaume, J., & Wilkinson, M. J. (2010). Research-based Residential Fieldwork Learning: Double Bonus? Bioscience Education, 16(1), 1U+20139. https://doi.org/10.3108/beej.16.6Ganguly, P., Herald, S., & Philip, G. (2016). Research based Learning-An essential skill to create linkage between Schools and Higher education: A Case Study of Indus World School Indore. Retrieved January 28, 2020, from http://www.cleducate.com/research-based-learning.htmlGao, R. (2015). Incorporating StudentsU+2019 Self-Designed, Research-Based Analytical Chemistry Projects into the Instrumentation Curriculum. Journal of Chemical Education, 92(3), 444U+2013449. https://doi.org/10.1021/ed500502wGarg, A., & Passey, D. (2018). Research Skills Future in Education: Building Workforce Competence: Research Report 1: Do We Cultivate Research Skills? Veracity versus Falsity. Retrieved from https://eprints.lancs.ac.uk/id/eprint/89496/Gebauer, M. M., McElvany, N., Bos, W., Köller, O., & Schöber, C. (2019). Determinants of academic self-efficacy in different socialization contexts: investigating the relationship between studentsU+2019 academic self-efficacy and its sources in different contexts. Social Psychology of Education, 1U+201320. https://doi.org/10.1007/s11218-019-09535-0Geschwind, L., & Broström, A. (2015). Managing the teachingU+2013research nexus: ideals and practice in research-oriented universities. Higher Education Research & Development, 34(1), 60U+201373. https://doi.org/10.1080/07294360.2014.934332Giacaman, N., & Sinnen, O. (2014). EA: Research-Infused Teaching of Parallel487Programming Concepts for Undergraduate Software Engineering Students. In 2014 IEEE International Parallel & Distributed Processing Symposium Workshops (pp. 1099U+20131105). IEEE. https://doi.org/10.1109/IPDPSW.2014.122Gilardi, S., & Lozza, E. (2009). Inquiry-Based Learning and UndergraduatesU+2019 Professional Identity Development: Assessment of a Field Research-Based Course. Innovative Higher Education, 34(4), 245U+2013256. https://doi.org/10.1007/s10755-009-9109-0Gilmore, J., Lewis, D. M. G., Maher, M., Feldon, D., & Timmerman, B. E. (2014). Feeding Two Birds with One Scone? The Relationship between Teaching and Research for Graduate Students across the Disciplines. International Journal of Teaching and Learning in Higher Education, 27(1), 25U+201341.Glazunova, O., Kuzminska, O., & Voloshyna, T. (2018). Scientific E-conference as a Tool of Development Students Research Competences: Local Study. In 14th International Conference on ICT in Education, Research, and Industrial Applications (ICTERI) (pp. 379U+2013393). Retrieved from https://www.researchgate.net/profile/Vadim_Ermolayev/publication/325812224_Proc_14th_Int_Conf_ICT_in_Education_Research_and_Industrial_Applications_ICTERI_2018_Volume_I_Main_Conference_Kyiv_Ukraine_May_14-17_2018/links/5d1c770992851cf440604bb3/Proc-14th-IGonzalez, D. H., & Chiviacowsky, S. (2018). Relatedness support enhances motor learning. Psychological Research, 82(3), 439U+2013447. https://doi.org/10.1007/s00426-016-0833-7Granjeiro, É. M. (2019). Research-based teaching-learning method: a strategy to motivate and engage students in human physiology classes. Advances in Physiology Education, 43(4), 553U+2013556. https://doi.org/10.1152/advan.00034.2019Gray, C., Price, C. W., Lee, C. T., Dewald, A. H., Cline, M. A., McAnany, C. E., U+2026 Mura, C. (2015). Known structure, unknown function: An inquiry-based undergraduate biochemistry laboratory course. Biochemistry and Molecular Biology Education, 43(4), 245U+2013262. https://doi.org/10.1002/bmb.20873Gredig, D., & Bartelsen-Raemy, A. (2018). Exploring social work studentsU+2019 attitudes toward research courses: predictors of interest in research-related courses among first year students enrolled in a bachelorU+2019s programme in Switzerland. Social Work Education, 37(2), 190U+2013208. https://doi.org/10.1080/02615479.2017.1389880Greene, P., & Brush, C. (2018). Context, cognition and female entreprreurial intention: it is all about perceived behavioral control. In A research agenda for women and entrepreneurship : identity through aspirations, behaviors and confidence (p. 224).488Edward Elgar Publishing. Retrieved from https://books.google.com.ec/books?hl=es&lr=&id=Hx1HDwAAQBAJ&oi=fnd&pg=PA169&dq=perceived+behavioral+control&ots=M31Auz26KB&sig=dmIKU-Y-4aZgi5fep01CwX6pS5Y&redir_esc=y#v=onepage&q=perceived behavioral control&f=falseGreguras, G., Diefendorff, J., Carpenter, J., & Troster, C. (2014). Person-Environment Fit and Self-Determination Theory. In M. Gagné (Ed.), The Oxford handbook of work engagement, motivation, and self-determination theory (pp. 143U+2013164). New York, NY, USA: Oxford University Press.Griffioen, D. M. E. (2019). The influence of undergraduate studentsU+2019 research attitudes on their intentions for research usage in their future professional practice. Innovations in Education and Teaching International, 56(2), 162U+2013172. https://doi.org/10.1080/14703297.2018.1425152Griffiths, B. (2018). The Teaching-Research Nexus: Perceptions of Exchange Students in the United States and United Kingdom. International Journal for the Scholarship of Teaching and Learning, 12(2), 4. Retrieved from https://eric.ed.gov/?id=EJ1186116Griffiths, R. (2004). Knowledge production and the research-teaching nexus: The case of the built environment disciplines. Studies in Higher Education, 29(6), 709U+2013726. https://doi.org/doi.org/10.1080/0307507042000287212Griffiths, R. (2004). Knowledge production and the researchU+2013teaching nexus: the case of the built environment disciplines. Studies in Higher Education, 29(6), 709U+2013726. https://doi.org/10.1080/0307507042000287212Griffiths, R., & Griffiths, R. (2004). Knowledge production and the research-teaching nexus: The case of the built environment disciplines. Studies in Higher Education, 29(6), 709U+2013726.Grover, N. (2004). Introductory course based on a single problem: Learning nucleic acid biochemistry from AIDS research. Biochemistry and Molecular Biology Education, 32(6), 367U+2013372. https://doi.org/10.1002/bmb.2004.494032060406Guerin, C., & Ranasinghe, D. (2010a). Why I Wanted More: Inspirational Experiences of the TeachingU+2013Research Nexus for Engineering Undergraduates. Journal Journal of University Teaching & Learning Practice, 7(2).Guerin, C., & Ranasinghe, D. (2010b). Why I Wanted More: Inspirational Experiences of the TeachingU+2013Research Nexus for Engineering Undergraduates. Journal of University Teaching & Learning Practice, 7(2), 1U+201322.Gyuris, E. (2018). Evaluating the effectiveness of postgraduate research skills training489and its alignment with the Research Skill Development framework. Journal of University Teaching & Learning Practice, 15(4). Retrieved from https://ro.uow.edu.au/jutlp/vol15/iss4/5Habineza, F. (2017). A Study of Student Anxiety towards Research in Two Undergraduate Programmes in a Ghanaian University. International Journal of Humanities, Social Sciences and Education, 4(9). https://doi.org/10.20431/2349-0381.0409013Hagger, M. S., Sultan, S., Hardcastle, S. J., & Chatzisarantis, N. L. D. (2015). Perceived autonomy support and autonomous motivation toward mathematics activities in educational and out-of-school contexts is related to mathematics homework behavior and attainment. Contemporary Educational Psychology, 41, 111U+2013123. https://doi.org/10.1016/j.cedpsych.2014.12.002Hajdarpasic, A., Brew, A., & Popenici, S. (2015). The contribution of academicsU+2019 engagement in research to undergraduate education. Studies in Higher Education, 40(4), 644U+2013657. https://doi.org/10.1080/03075079.2013.842215Han, H. (2015). TravelersU+2019 pro-environmental behavior in a green lodging context: Converging value-belief-norm theory and the theory of planned behavior. Tourism Management, 47, 164U+2013177. https://doi.org/10.1016/J.TOURMAN.2014.09.014Hancock, P., Marriott, N., & Duff, A. (2019). Research-teaching yin-yang? An empirical study of accounting and finance academics in Australia and New Zealand. Accounting & Finance, 59(1), 219U+2013252. https://doi.org/10.1111/acfi.12257Hardat, S., Greven, C., & Schroeder, U. (2018). Supporting Novice Researchers in Domain FamiliarizationU+2013A Question-Guided Research Community Map Creation and Reflection Tool. In DeLFI 2018 - Die 16. E-Learning Fachtagung Informatik. Bonn: Gesellschaft fur Informatik e.V (pp. 177U+2013188). Retrieved from https://dl.gi.de/handle/20.500.12116/21036Hardré, P. L., Crowson, H. M., Xie, K., & Ly, C. (2007, January 1). Testing differential effects of computer-based, web-based and paper-based administration of questionnaire research instruments. British Journal of Educational Technology. John Wiley & Sons, Ltd. https://doi.org/10.1111/j.1467-8535.2006.00591.xHarland, T. (2016). Teaching to enhance research. Higher Education Research & Development, 35(3), 461U+2013472. https://doi.org/10.1080/07294360.2015.1107876Harvey, C., Bertolo, E., & Byrne, L. (2017). Integrating Research and Knowledge Exchange in the Science Undergraduate Curriculum: Embedding Employability Through Research-Involved Teaching. In S. Renes (Ed.), Global Voices in Higher Education (p. 111). InTech.490Hawke, L. D., Relihan, J., Miller, J., McCann, E., Rong, J., Darnay, K., U+2026 Henderson, J. L. (2018). Engaging youth in research planning, design and execution: Practical recommendations for researchers. Health Expectations, 21(6), 944U+2013949. https://doi.org/10.1111/hex.12795Hay, D. B., & Pitchford, S. (2016). Curating blood: how studentsU+2019 and researchersU+2019 drawings bring potential phenomena to light. International Journal of Science Education, 38(17), 2596U+20132620. https://doi.org/10.1080/09500693.2016.1253901Hayward, C. N., Kogan, M., & Laursen, S. L. (2016). Facilitating Instructor Adoption of Inquiry-Based Learning in College Mathematics. International Journal of Research in Undergraduate Mathematics Education, 2(1), 59U+201382. https://doi.org/10.1007/s40753-015-0021-yHealey, M. (2005a). Linking research and teaching: exploring disciplinary spaces and the role of inquiry-based learning. In R. Barnett (Ed.), Reshaping the university: New relationships between Research, Scholarship and Teaching (pp. 67U+201378). McGraw Hill / Open University Press.Healey, M. (2005b). Linking research and teaching exploring disciplinary spaces and the role of inquiry-based learning. In R. Barnett (Ed.), Reshaping the university: New relationships between Research, Scholarship and Teaching (pp. 67U+201378). McGraw Hill / Open University Press.Healey, M. (2005c). Linking Research and Teaching to Benefit Student Learning. Journal of Geography in Higher Education, 29(2), 183U+2013201. https://doi.org/10.1080/03098260500130387Healey, M., & Jenkins, A. (2009a). Developing undergraduate research and inquiry. The Higher Education Academy.Healey, M., & Jenkins, A. (2009b). LINKING DISCIPLINE-BASED RESEARCH AND TEACHING THROUGH MAINSTREAMING UNDERGRADUATE RESEARCH AND INQUIRY.Healey, M., Jordan, F., Pell, B., & Short, C. (2010). The researchU+2013teaching nexus: a case study of studentsU+2019 awareness, experiences and perceptions of research. Innovations in Education and Teaching International, 47(2), 235U+2013246. https://doi.org/10.1080/14703291003718968Heemstra, J., Waterman, R., Antos, J., Beuning, P., Columbus, L., Feig, A., U+2026 Stanley, L. (2017). Throwing Away the Cookbook: Implementing Course-Based Undergraduate Research Experiences (CUREs) in Chemistry. In Educational and Outreach Projects from the Cottrell Scholars Collaborative Undergraduate and Graduate Education (pp. 33U+201363). ACS Publications. https://doi.org/10.1021/bk-4912017-1248.ch003Heidari-gorji, A., Ghorbani, A., Darabi, M., & Ranjabr, M. (2016). Survey of Research self-efficacy of postgraduate Nursing students in Mazandaran university of Medical Science U+2013Northern Iran. International Journal of Nursing Didactics, 6(1), 28U+201330. https://doi.org/10.15520/ijnd.2016.vol6.iss01.102.28-30Hemmings, B., & Kay, R. (2016). The relationship between research self-efficacy, research disposition and publication output. Educational Psychology, 36(2), 347U+2013361. https://doi.org/10.1080/01443410.2015.1025704Hendricks, K. S. (2016). The Sources of Self-Efficacy. Update: Applications of Research in Music Education, 35(1), 32U+201338. https://doi.org/10.1177/8755123315576535Henrie, C. R., Halverson, L. R., & Graham, C. R. (2015). Measuring student engagement in technology-mediated learning: A review. Computers & Education, 90, 36U+201353. https://doi.org/10.1016/j.compedu.2015.09.005Hernández, C. (2020). RESEARCH SKILLS IN THE POSTGRADUATE CURRICULUM. Paripex - Indian Journal of Research, 9(2), 127U+2013128. https://doi.org/DOI : 10.36106/paripexHernandez, P. R., Woodcock, A., Estrada, M., & Schultz, P. W. (2018). Undergraduate Research Experiences Broaden Diversity in the Scientific Workforce. BioScience, 68(3), 204U+2013211. https://doi.org/10.1093/biosci/bix163Hernandezm, P., Woodcock, A., Estrada, M., & Schultz, P. (2018). Undergraduate Research Experiences Broaden Diversity in the Scientific Workforce. BioScience, 68(3), 204U+2013211. https://doi.org/10.1093/biosci/bix163Hess, B., Fortner, A., & Chowdhury, S. (2017). Undergraduate Research Projects at the Community Colleges. The FASEB Journal, 31(1), lb19-lb19. Retrieved from https://www.fasebj.org/doi/abs/10.1096/fasebj.31.1_supplement.lb19Hill, J., & Walkington, H. (2016). Developing graduate attributes through participation in undergraduate research conferences. Journal of Geography in Higher Education, 40(2), 222U+2013237. https://doi.org/10.1080/03098265.2016.1140128Hill, J., Walkington, H., & France, D. (2016). Graduate attributes: implications for higher education practice and policy. Journal of Geography in Higher Education, 40(2), 155U+2013163. https://doi.org/10.1080/03098265.2016.1154932Hill, M., Mann, L., & Wearing, A. (1996). The effects of attitude, subjective norm and self-efficacy on intention to benchmark: a comparison between managers with experience and no experience in benchmarking. Journal of Organizational Behavior, 17(4), 313U+2013324. https://doi.org/10.1002/(SICI)1099-4921379(199607)17:4<313::AID-JOB753>3.0.CO;2-XHirshfield, L., & Chachra, D. (2019). Experience is not mastery: Unexpected interactions between project task choice and measures of academic confidence and self-efficacy in first-year engineering. The International Journal of Engineering Education, 35(3), 806U+2013823. Retrieved from https://dialnet.unirioja.es/servlet/articulo?codigo=6889297Hoi, C. K. W., Zhou, M., Teo, T., & Nie, Y. (2017). Measuring Efficacy Sources: Development and Validation of the Sources of Teacher Efficacy Questionnaire (STEQ) for Chinese Teachers. Psychology in the Schools, 54(7), 756U+2013769. https://doi.org/10.1002/pits.22025Hollowell, G., Osler, J., & Hester, A. (2015). Computational and Genomic Analysis of Mycobacteriophage: A longitudinal study of Technology Engineered Biology courses that imnplemented an inquiry based laboratory practice designed to enhance, encourage and empower student learning. Journal of Educational Technology, 11(4), 39U+201358.Horta, H., Dautel, V., & Veloso, F. M. (2012). An output perspective on the teachingU+2013research nexus: an analysis focusing on the United States higher education system. Studies in Higher Education, 37(2), 171U+2013187. https://doi.org/10.1080/03075079.2010.503268Howard, D. R., & Miskowski, J. A. (2005). Using a module-based laboratory to incorporate inquiry into a large cell biology course. Cell Biology Education, 4(3), 249U+2013260. https://doi.org/10.1187/cbe.04-09-0052Howard, J., Gagné, M., Morin, A. J. S., & Van den Broeck, A. (2016). Motivation profiles at work: A self-determination theory approach. Journal of Vocational Behavior, 95U+201396, 74U+201389. https://doi.org/10.1016/J.JVB.2016.07.004Howitt, S., Wilson, A., Wilson, K., & Roberts, P. (2010). U+2018Please remember we are not all brilliantU+2019: undergraduatesU+2019 experiences of an elite, researchU+2010intensive degree at a researchU+2010intensive university. Higher Education Research & Development, 29(4), 405U+2013420. https://doi.org/10.1080/07294361003601883Hu, Y., Ching, G., & Hung, C. (2018). Understanding the inner workings of the research-teaching nexus in Taiwan higher education. International Journal of Research Studies in Management, 7(2). https://doi.org/10.5861/ijrsm.2018.2088Huang, C., & Gao, Z. (2013). Associations between studentsU+2019 situational interest, mastery experiences, and physical activity levels in an interactive dance game. Psychology, Health & Medicine, 18(2), 233U+2013241. https://doi.org/10.1080/13548506.2012.712703493Huet, I., & Woodfield, S. (2017). Developing students as researchers and learners in Higher Education: the experience of SADRAS. In SRHE Annual Research Conference : Higher Education rising to the challenge : Balancing expectations of students, society and stakeholders (p. 40694). Newport, Wales. Retrieved from http://eprints.kingston.ac.uk/40694/Hurst, J., Barrett, K., Kelly, M., Staples, B., McGann, K., Cunningham, C., U+2026 Permar, S. (2019). Cultivating Research Skills During Clinical Training to Promote Pediatric-Scientist Development. Pediatrics, 144(2), e20190145.Hussain, F., Kyriazi, T., & Hyland, L. (2018). Undergraduate studentsU+2019 attitudes towards research: lessons from an international branch campus in the UAE. International Journal of Teaching and Case Studies, 9(4), 382. https://doi.org/10.1504/IJTCS.2018.095918Israel, M., Shehab, S., & Quentin M., W. (2018). Increasing Science Learning and Engagement for Academically Diverse Students through Scaffolded Scientific Inquiry and Universal Design for Learning. In Towards Inclusion of All Learners through Science Teacher Education (pp. 201U+2013211). Brill | Sense. https://doi.org/10.1163/9789004368422_022Iyer, R., Smith, K., Kudrle, B., & Leon, A. (2015). Detection and location of OP-degrading activity: A model to integrate education and research. New Biotechnology, 32(4), 403U+2013411. https://doi.org/10.1016/j.nbt.2015.03.010Jackson, A. (2018). Validity evidence for the general engineering self-efficacy and engineering skills self-efficacy scales with secondary students. In ASEE IL-IN Section Conference (pp. 1U+201312). West Lafayette, Indiana. https://doi.org/10.5703/1288284316863Jang, H., Kim, E. J., & Reeve, J. (2016). Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model. Learning and Instruction, 43, 27U+201338. https://doi.org/10.1016/J.LEARNINSTRUC.2016.01.002Jang, H., Reeve, J., & Halusic, M. (2016). A New Autonomy-Supportive Way of Teaching That Increases Conceptual Learning: Teaching in StudentsU+2019 Preferred Ways. The Journal of Experimental Education, 84(4), 686U+2013701. https://doi.org/10.1080/00220973.2015.1083522Jenkins, A., & Healey, M. (2010). Undergraduate Research and International Initiatives to Link Teaching and Research. CUR Quarterly, 30(3), 36U+201342.John, J., & Creighton, J. (2011a). Researcher development: the impact of undergraduate research opportunity programmes on students in the UK. Studies494in Higher Education, 36(7), 781U+2013797. https://doi.org/10.1080/03075071003777708John, J., & Creighton, J. (2011b). Researcher development: the impact of undergraduate research opportunity programmes on students in the UK. Studies in Higher Education, 36(7), 781U+2013797. https://doi.org/10.1080/03075071003777708Jonassen, D. (2004). Feedback research revisited. In Handbook of research on educational communications and technology (pp. 745U+2013783). Lawrence Erlbaum Associates Publishers. Retrieved from https://books.google.com/books?hl=es&lr=&id=tImWSe_JxpYC&oi=fnd&pg=PR1&dq=Mory,+E.+H.+(2004).+Feedback+research+revisited.+In+D.+H.+Jonassen+(Ed.),+Handbook+of+research+on+educational+communications+and+technology+(p.+745U+2013783).+Lawrence+Erlbaum+AssociatesJones, C. D. (2011). The Kitchen Is Your Laboratory: A Research-Based Term-Paper Assignment in a Science Writing Course. Journal of Chemical Education, 88(8), 1062U+20131068. https://doi.org/10.1021/ed1011184Jones, C. K., & Lerner, A. B. (2019). Implementing a course-based undergraduate research experience to grow the quantity and quality of undergraduate research in an animal science curriculum1. Journal of Animal Science, 97(11), 4691U+20134697. https://doi.org/10.1093/jas/skz319Joubert, L., Hebel, L., & McNeill, A. (2017). Teaching research in social work through academic practitioner partnerships: Knowledge, competency and confidence. Advances in Social Work and Welfare Education, 19(1), 37U+201347.Jung, T., & Ejermo, O. (2014). Demographic patterns and trends in patenting: Gender, age, and education of inventors. Technological Forecasting and Social Change, 86, 110U+2013124. https://doi.org/10.1016/j.techfore.2013.08.023Jungmann, T. (2019). Inquiry-Based Learning in the Engineering Sciences. In Inquiry-Based Learning U+2013 Undergraduate Research (pp. 205U+2013215). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-030-14223-0_19Jungmann, T., & Ossenberg, P. (2014a). Research workshop in engineering educationU+2014Draft of new learning. In 2014 IEEE Global Engineering Education Conference (EDUCON) (pp. 83U+201387). IEEE. https://doi.org/10.1109/EDUCON.2014.6826072Jungmann, T., & Ossenberg, P. (2014b). Research workshop in engineering education. Draft of new learning. In 2014 IEEE Global Engineering Education Conference (EDUCON) (pp. 83U+201387). IEEE. https://doi.org/10.1109/EDUCON.2014.6826072Jusoh, R., & Abidin, Z. Z. (2012). The Teaching-Research Nexus: A Study on the StudentsU+2019 Awareness, Experiences and Perceptions of Research. Procedia -495Social and Behavioral Sciences, 38, 141U+2013148. https://doi.org/10.1016/j.sbspro.2012.03.334Jusoh, R., & Zainal Abidin, Z. (2017). StudentsU+2019 Awareness, Experiences and Perceptions on Teaching-Research Nexus. Journal of ASIAN Behavioural Studies, 2(2), 79. https://doi.org/10.21834/jabs.v2i2.184Kakupa, P., & Xue, H. (2019). StudentsU+2019 Attitudes towards Research: A Study of Graduate Education Students at a Chinese Normal University. Educational Process International Journal, 8(2), 97U+2013110. Retrieved from http://www.edupij.com/index/arsiv/32Kautonen, T., Van Gelderen, M., & Fink, M. (2015). Robustness of the Theory of Planned Behavior in Predicting Entrepreneurial Intentions and Actions. Entrepreneurship Theory and Practice, 39(3), 655U+2013674. https://doi.org/10.1111/etap.12056Kaya, D., & Bozdag, H. (2016). Resources of Mathematics Self-Efficacy and Perception of Science Self-Efficacy as Predictors of Academic Achievement. European Journal of Contemporary Education, 18(4), 438U+2013451. Retrieved from https://eric.ed.gov/?id=EJ1123188Keltie, R. F. (2015). Incorporating a graduate research activity in an undergraduate vibrations course design project. In ASEE Annual Conference and Exposition: Making Value for Society, Seattle, Washington (p. 26.937.1-26.937.11). American Society for Engineering Education.Kerr, M. A., & Yan, F. (2016). Incorporating Course-Based Undergraduate Research Experiences into Analytical Chemistry Laboratory Curricula. Journal of Chemical Education, 93(4), 658U+2013662. https://doi.org/10.1021/acs.jchemed.5b00547Ketelhut, D. J. (2007). The Impact of Student Self-efficacy on Scientific Inquiry Skills: An Exploratory Investigation in River City, a Multi-user Virtual Environment. Journal of Science Education and Technology, 16(1), 99U+2013111. https://doi.org/10.1007/s10956-006-9038-yKhan, I. U., Hameed, Z., Yu, Y., Islam, T., Sheikh, Z., & Khan, S. U. (2018). Predicting the acceptance of MOOCs in a developing country: Application of task-technology fit model, social motivation, and self-determination theory. Telematics and Informatics, 35(4), 964U+2013978. https://doi.org/10.1016/J.TELE.2017.09.009Kim, H., Kim, Y., Choi, H.-M., & Ham, S. (2018). Relationships among behavioral beliefs, past behaviors, attitudes and behavioral intentions toward healthy menu selection. Nutrition Research and Practice, 12(4), 348. https://doi.org/10.4162/nrp.2018.12.4.348496Kinchin, I., & Howson, C. (2019). Student Voice (s) on the Enactment of the Research-Teaching Nexus. In Engaging Student Voices in Higher Education (pp. 279U+2013295). Palgrave Macmillan.King, A. S., & Edlin, A. H. (2016). Structured drawing tasks support research ideation. In Proceedings of the 34th ACM International Conference on the Design of Communication - SIGDOC U+201916 (pp. 1U+20135). New York, New York, USA: ACM Press. https://doi.org/10.1145/2987592.2987621Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Educational Psychologist, 41(2), 75U+201386. https://doi.org/10.1207/s15326985ep4102_1Kirschner, P., Sweller, J., & Clark, R. (2006). Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Educational Psychologist, 41(2), 45U+201386. https://doi.org/10.1207/s15326985ep4102_1Klauser, F., & Schlicht, J. (2014). Improving higher education by linking research with teaching and learning processes : Part 2 : HELTASA 2012 Special Section. South African Journal of Higher Education, 28(3), 1017U+20131032. Retrieved from https://www.ingentaconnect.com/content/sabinet/high/2014/00000028/00000003/art00024Klauser, I., & Schlicht, J. (2012). Research-Based Learning: How U+2019Real WorldU+2019Issues Matter to Academic Capability. In HIGHER EDUCATION LEARNING AND TEACHING ASSOCIATION OF SOUTHERN AFRICA (Vol. 28, p. 62).Klein, M. (2019). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Sociologicky Casopis, 55(3), 412U+2013413. Retrieved from https://books.google.com/books?hl=es&lr=&id=Bc_DDAAAQBAJ&oi=fnd&pg=PP1&dq=Self-Determination+Theory:+Basic+Psychological+Needs+in+Motivation,+Development,+and+Wellness&ots=QHmgifgL-o&sig=FvC60Iq1qKFsmbR9c9Du8nlAFzYKnutson, K., Smith, J., Nichols, P., Wallert, M. A., & Provost, J. J. (2010a). Bringing the excitement and motivation of research to students; Using inquiry and research-based learning in a year-long biochemistry laboratory. Part IIU+2013Research based laboratoryU+2013A semester-long research approach using malate dehydrogenase as a research . Biochemistry and Molecular Biology Education, 38(5), 324U+2013329. https://doi.org/10.1002/bmb.20401497Knutson, K., Smith, J., Nichols, P., Wallert, M. A., & Provost, J. J. (2010b). Bringing the excitement and motivation of research to students; Using inquiry and research-based learning in a year-long biochemistry laboratory. Biochemistry and Molecular Biology Education, 38(5), 324U+2013329. https://doi.org/10.1002/bmb.20401Knutson, K., Smith, J., Wallert, M. A., & Provost, J. J. (2010a). Bringing the excitement and motivation of research to students; Using inquiry and research-based learning in a year-long biochemistry laboratory. Part IU+2013Guided Inquiry-Purification and characterization of a fusion protein: Histidine Tag, Malate Dehydrogen. Biochemistry and Molecular Biology Education, 38(5), 317U+2013323. https://doi.org/10.1002/bmb.20400Knutson, K., Smith, J., Wallert, M. A., & Provost, J. J. (2010b). Bringing the excitement and motivation of research to students; Using inquiry and research-based learning in a year-long biochemistry laboratory. PART IU+2013GUIDED INQUIRYU+2013PURIFICATION AND CHARACTERIZATION OF A FUSION PROTEIN: HISTIDINE TAG, MALATE DEHYDROGEN. Biochemistry and Molecular Biology Education, 38(5), 317U+2013323. https://doi.org/10.1002/bmb.20400Koole, S. L., Schlinkert, C., Maldei, T., & Baumann, N. (2019). Becoming who you are: An integrative review of self-determination theory and personality systems interactions theory. Journal of Personality, 87(1), 15U+201336. https://doi.org/10.1111/jopy.12380Kumar, S., Kumar, N., & Vivekadhish, S. (2016). Millennium Development Goals (MDGs) to Sustainable Development Goals (SDGs): Addressing Unfinished Agenda and Strengthening Sustainable Development and Partnership. Indian Journal of Community Medicine : Official Publication of Indian Association of Preventive & Social Medicine, 41(1), 1U+20134. https://doi.org/10.4103/0970-0218.170955Kuo, P. B., Woo, H., & Bang, N. M. (2017). Advisory Relationship as a Moderator Between Research Self-Efficacy, Motivation, and Productivity Among Counselor Education Doctoral Students. Counselor Education and Supervision, 56(2), 130U+2013144. https://doi.org/10.1002/ceas.12067Lambert, C. (2009). Pedagogies of participation in higher education: a case for researchU+2010based learning. Pedagogy, Culture & Society, 17(3), 295U+2013309. https://doi.org/10.1080/14681360903194327Lau, C., Kitsantas, A., Miller, A. D., & Drogin, E. (2018). Perceived responsibility for learning, self-efficacy, and sources of self-efficacy in mathematics: a study of international baccalaureate primary years programme students. Social Psychology498of Education, 21(3), 603U+2013620. https://doi.org/10.1007/s11218-018-9431-4Lau, C., Kitsantas, A., Miller, A., & Drogin, E. (2018). Perceived responsibility for learning, self-efficacy, and sources of self-efficacy in mathematics: a study of international baccalaureate primary years programme students. Social Psychology of Education, 21(3), 603U+2013620. https://doi.org/DOI: 10.1007/s11218-018-9431-4Lazonder, A. W., & Harmsen, R. (2016). Meta-Analysis of Inquiry-Based Learning. Review of Educational Research, 86(3), 681U+2013718. https://doi.org/10.3102/0034654315627366Lee, S. J., & Lina Kim, H. (2018). Roles of perceived behavioral control and self-efficacy to volunteer touristsU+2019 intended participation via theory of planned behavior. International Journal of Tourism Research, 20(2), 182U+2013190. https://doi.org/10.1002/jtr.2171Lefurgy, S. T., & Mundorff, E. C. (2017). A 13-week research-based biochemistry laboratory curriculum. Biochemistry and Molecular Biology Education, 45(5), 437U+2013448. https://doi.org/10.1002/bmb.21054Legault, L., & Inzlicht, M. (2013). Self-determination, self-regulation, and the brain: Autonomy improves performance by enhancing neuroaffective responsiveness to self-regulation failure. Journal of Personality and Social Psychology, 105(1), 123U+2013138. https://doi.org/10.1037/a0030426Lehtinen, A., & Viiri, J. (2017). Guidance Provided by Teacher and Simulation for Inquiry-Based Learning: a Case Study. Journal of Science Education and Technology, 26(2), 193U+2013206. https://doi.org/10.1007/s10956-016-9672-yLeisyte, L. (2016a). New public management and research productivity U+2013 a precarious state of affairs of academic work in the Netherlands. Studies in Higher Education, 41(5), 828U+2013846. https://doi.org/10.1080/03075079.2016.1147721Leisyte, L. (2016b). New public management and research productivity U+2013 a precarious state of affairs of academic work in the Netherlands. Studies in Higher Education, 41(5), 828U+2013846. https://doi.org/10.1080/03075079.2016.1147721Lent, R. W., Ireland, G. W., Penn, L. T., Morris, T. R., & Sappington, R. (2017). Sources of self-efficacy and outcome expectations for career exploration and decision-making: A test of the social cognitive model of career self-management. Journal of Vocational Behavior, 99, 107U+2013117. https://doi.org/10.1016/J.JVB.2017.01.002León, J., Núñez, J. L., & Liew, J. (2015). Self-determination and STEM education: Effects of autonomy, motivation, and self-regulated learning on high school math achievement. Learning and Individual Differences, 43, 156U+2013163.499https://doi.org/10.1016/J.LINDIF.2015.08.017Lesa, R., Daniel, B., & Harland, T. (2015). Clinical simulations: Students experiences of developing clinical judgment skills. BMJ Simulation and Technology Enhanced Learning, 1(2), A22U+2013A23. https://doi.org/10.1136/bmjstel-2015-000075.55Levy, P., & Petrulis, R. (2012). How do first-year university students experience inquiry and research, and what are the implications for the practice of inquiry-based learning? Studies in Higher Education, 37(1), 85U+2013101. https://doi.org/10.1080/03075079.2010.499166Lewicki, R., & Bailey, J. (2009). The Research-Teaching Nexus: Tensions and Opportunities. In The SAGE Handbook of Management Learning, Education and Development (pp. 385U+2013402). London, England: SAGE Publications. https://doi.org/10.4135/9780857021038.n20Li, D., Zhang, C., & He, Y. (2015). Project-based learning in teaching translation: studentsU+2019 perceptions. The Interpreter and Translator Trainer, 9(1), 1U+201319. https://doi.org/10.1080/1750399X.2015.1010357Li, Y., Li, D., Yang, W., & Li, H. (2019). Negotiating the Teaching-Research Nexus: A Case of Classroom Teaching in an MEd Program. New Zealand Journal of Educational Studies, 1U+201316. https://doi.org/10.1007/s40841-019-00150-3Liesman, S., Powell, M., & Antonou, A. (2019). Impacts of a Cross-institutional Undergraduate Research Experience Workshop on Student Understanding of and Self-efficacy for Research. In Workshop on Student Understanding of and Self-efficacy for Research. Retrieved from https://ir.library.illinoisstate.edu/cgi/viewcontent.cgi?article=1431&context=beerLight, G., & Calkins, S. (2015). The experience of academic learning: uneven conceptions of learning across research and teaching. Higher Education, 69(3), 345U+2013359. https://doi.org/10.1007/s10734-014-9779-0Lightfoot, S., & Piotukh, V. (2015). The ResearchU+2013Teaching Nexus in Politics and International Relations in the UK: A Survey of Practices and Attitudes. Politics, 35(1), 99U+2013110. https://doi.org/10.1111/1467-9256.12045Lilles, A., & Rõigas, K. (2017). How higher education institutions contribute to the growth in regions of Europe? Studies in Higher Education, 42(1), 65U+201378. https://doi.org/10.1080/03075079.2015.1034264Limniou, M., & Mansfield, R. (2019). (Game-Based) Student Response Systems Engage Students with Research-Teaching Nexus Activities and Support Their Skills Development. Creative Education, 10(1), 36U+201347. https://doi.org/10.4236/ce.2019.101003500Limniou, M., Mansfield, R., & Petichakis, C. (2019). StudentsU+2019 Views for a Research-Intensive School Curriculum in Psychology: Research-Teaching Nexus. Creative Education, 10, 796U+2013813. https://doi.org/DOI: 10.4236/ce.2019.104059Limniou, M., Mansfield, R., & Petichakis, C. (2019). StudentsU+2019 Views for a Research-Intensive School Curriculum in Psychology: Research-Teaching Nexus. Creative Education, 10(04), 796U+2013813. https://doi.org/10.4236/ce.2019.104059Lin, S., & Chen, Y.-C. (2013). Gender and Autonomy-Supportive Contexts: Theoretical Perspectives of Self-Determination and Goal Setting. Journal of Education and Learning, 2(4), 13U+201318. https://doi.org/doi:10.5539/jel.v2n4p13Lineweaver, T. T., & Bergeson, T. R. (2019). Generating Civically-Engaged Undergraduate Student Scientists in General Education Classrooms. Frontiers in Psychology, 10, 664. https://doi.org/10.3389/fpsyg.2019.00664Liu, S., & Breit, L. (2013). Empowering and Engaging Students in Learning Research Methods. Education Research and Perspectives, 40(1), 150U+2013168.Liu, W. C., Wang, C. K. J., Reeve, J., Kee, Y. H., & Chian, L. K. (2019a). What Determines TeachersU+2019 Use of Motivational Strategies in the Classrooms? A Self-Determination Theory Perspective. Journal of Education, 002205741988117. https://doi.org/10.1177/0022057419881171Liu, W. C., Wang, C. K. J., Reeve, J., Kee, Y. H., & Chian, L. K. (2019b). What Determines TeachersU+2019 Use of Motivational Strategies in the Classrooms? A Self-Determination Theory Perspective. Journal of Education, 002205741988117. https://doi.org/10.1177/0022057419881171Lo Piccolo, F., & Thomas, H. (2008). Research Ethics in Planning: a Framework for Discussion. Planning Theory, 7(1), 7U+201323. https://doi.org/10.1177/1473095207085663Loo, C., & Choy, J. (2013). Sources of self-efficacy influencing academic performance of engineering students. American Journal of Educaitonal Research, 1(3), 86U+201392. Retrieved from https://pdfs.semanticscholar.org/c634/907941be05654f9d246f3f9c2db62f2531c4.pdfLópez, E. (2015). Conectando investigación y docencia en la Universidad: teaching research nexus. Teoría de La Educación. Revista Interuniversitaria, 27(2), 203U+2013220. https://doi.org/http://dx.doi.org/10.14201/teoredu2015272203220Lubbe, I. (2015). Educating professionals U+2013 perceptions of the researchU+2013teaching nexus in accounting (a case study). Studies in Higher Education, 40(6), 1085U+20131106. https://doi.org/10.1080/03075079.2014.881351501Lunenburg, F. (2011). Self-efficacy in the workplace: Implications for motivation and performance. International Journal of Business, and Administration, 14(1), 1U+20136. Retrieved from http://nationalforum.com/Electronic Journal Volumes/Lunenburg, Fred C. Self-Efficacy in the Workplace IJMBA V14 N1 2011.pdfLyman, M. C. (2019). Peer-Supported Writing in Graduate Research Courses: A Mixed Methods Assessment. International Journal of Teaching and Learning in Higher Education, 31(1), 11U+201320. Retrieved from https://eric.ed.gov/?id=EJ1206978Ma, J. (2015). Incorporating Research-Based Problems from the Primary Literature into a Large-Scale Organic Structure Analysis Course. Journal of Chemical Education, 92(12), 2176U+20132181. https://doi.org/10.1021/ed5008662Maaß, K., & Artigue, M. (2013). Implementation of inquiry-based learning in day-to-day teaching: a synthesis. ZDM, 45(6), 779U+2013795. https://doi.org/10.1007/s11858-013-0528-0Maddux, J. E. (2016). Self-Efficacy. In Interpersonal and Intrapersonal Expectancies (pp. 41U+201346). Abingdon, Oxon; New York, NY: Routledge, 2016.: Routledge. https://doi.org/10.4324/9781315652535-5Mägi, E., & Beerkens, M. (2016a). Linking research and teaching: Are research-active staff members different teachers? Higher Education, 72(2), 241U+2013258. https://doi.org/10.1007/s10734-015-9951-1Mägi, E., & Beerkens, M. (2016b). Linking research and teaching: Are research-active staff members different teachers? Higher Education, 72(2), 241U+2013258. https://doi.org/10.1007/s10734-015-9951-1Makarevitch, I., & Kralich, E. (2011a). Mapping maize genes: a series of research-based laboratory exercises. Biochemistry and Molecular Biology Education : A Bimonthly Publication of the International Union of Biochemistry and Molecular Biology, 39(5), 375U+2013383. https://doi.org/10.1002/bmb.20524Makarevitch, I., & Kralich, E. (2011b). Mapping maize genes: A series of research-based laboratory exercises. Biochemistry and Molecular Biology Education, 39(5), 367U+2013375. https://doi.org/10.1002/bmb.20524Malcolm, M. (2013). A critical evaluation of recent progress in understanding the role of the research-teaching link in higher education. Higher Education, 67(3), 289U+2013301. https://doi.org/10.1007/s10734-013-9650-8Maldonado, J. J., Bermeo, J. L., & Carvallo, J. P. (2016). Learning objects: Strategies for its generation and publication in ecuadorian universities. In 2016 XI Latin American Conference on Learning Objects and Technology (LACLO) (pp. 1U+20138). IEEE. https://doi.org/10.1109/LACLO.2016.7751755502Malmberg, L.-E., Hagger, H., & Webster, S. (2014). TeachersU+2019 situation-specific mastery experiences: teacher, student group and lesson effects. European Journal of Psychology of Education, 29(3), 429U+2013451. https://doi.org/10.1007/s10212-013-0206-1Manning, K. (2018). Organizational theory in higher education. Routledge.Marks, P., & Van der Meer, F.-B. (2016). Special issue on the teachingU+2013research nexus in public administration curricula. Teaching Public Administration, 34(1), 3U+20136. https://doi.org/10.1177/0144739415620951Martins, M., Costa, J., & Onofre, M. (2015). Practicum experiences as sources of pre-service teachersU+2019 self-efficacy. European Journal of Teacher Education, 38(2), 263U+2013279. https://doi.org/10.1080/02619768.2014.968705Maton, K. I., Beason, T. S., Godsay, S., Sto. Domingo, M. R., Bailey, T. C., Sun, S., & Hrabowski, F. A. (2016). Outcomes and Processes in the Meyerhoff Scholars Program: STEM PhD Completion, Sense of Community, Perceived Program Benefit, Science Identity, and Research Self-Efficacy. CBEU+2014Life Sciences Education, 15(3), ar48. https://doi.org/10.1187/cbe.16-01-0062McCarthy, G. (2015). Motivating and Enabling Adult Learners to Develop Research Skills. Australian Journal of Adult Learning, 55(2), 309U+2013330.McGuinness, S., Whelan, A., & Bergin, A. (2014). Is there a role for higher education institutions in improving the quality of first employment? The BE Journal of Economic Analysis & Policy, 14(4). Retrieved from https://www.degruyter.com/view/j/bejeap.2016.16.issue-4/bejeap-2016-0174/bejeap-2016-0174.xmlMcNamara, L. (2016). Faculty motivations: An exploratory study of motivational factors of faculty to assist with studentsU+2019 research skills development. In Library and information science : parameters and perspectives (pp. 241U+2013255). Boca Raton, Florida: Apple Academic Press.Miller, C. W., Hamel, J., Holmes, K. D., Helmey-Hartman, W. L., & Lopatto, D. (2013). Extending Your Research Team: Learning Benefits When a Laboratory Partners with a Classroom. BioScience, 63(9), 754U+2013762. https://doi.org/10.1093/bioscience/63.9.754Miller, C. W., Hamel, J., Holmes, K. D., Helmey-Hartman, W. L., & Lopatto, D. (2013). Extending Your Research Team. BioScience, 63(9), 754U+2013762. https://doi.org/10.1525/bio.2013.63.9.11Mills, G. E., & Gay, L. R. (2019). Educational research : competencies for analysis and applications. Pearson. Pearson. One Lake Street, Upper Saddle River, New503Jersey 07458. Tel: 800-848-9500; Web site: http://www.pearsoned.com/. Retrieved from https://eric.ed.gov/?id=ED594591Missingham, D., Shah, S., & Sabir, F. (2018). Student Engineers Optimising Problem Solving and Research Skills. Journal of University Teaching & Learning Practice, 15(4), 8. Retrieved from https://eric.ed.gov/?id=EJ1195981Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & Group, T. P. (2009). Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement. PLoS Medicine, 6(7), e1000097. https://doi.org/10.1371/journal.pmed.1000097Montaño, D., & Kasprzyk, D. (2015). Theory of Reasoned Action, Theory of Planned Behavior and the Integrated Behavioral Model. In K. Glanz, B. Rimer, & K. Viswanath (Eds.), Health behavior : theory, research, and practice (pp. 96U+2013123). San Francisco, CA: Jossey Bass.Moon, B. (2016). Do universities have a role in the education and training of teachers? An international analysis of policy and practice. In An international analysis of policy and practice. Cambridge University Press. Retrieved from http://oro.open.ac.uk/50318/Morrison, B. B., Dorn, B., & Guzdial, M. (2014). Measuring cognitive load in introductory CS. In Proceedings of the tenth annual conference on International computing education research - ICER U+201914 (pp. 131U+2013138). New York, New York, USA: ACM Press. https://doi.org/10.1145/2632320.2632348Morrison, B., Dorn, B., & Guzdial, M. (2014). Measuring Cognitive Load in Introductory CS: Adaptation of an Instrument. In Proceedings of the tenth annual conference on International computing education research (pp. 131U+2013138). Glasgow, Scotland, United Kingdom. https://doi.org/https://doi.org/10.1145/2632320.2632348Moss-Racusin, C. A., Dovidio, J. F., Brescoll, V. L., Graham, M. J., Handelsman, J., & Shirley Tilghman, B. (2012). Science facultyU+2019s subtle gender biases favor male students. Psychological and Cognitive Sciences, 109(41), 16474U+201316479. https://doi.org/10.1073/pnas.1211286109Mouratidis, T., & Michou, A. (2011). Perfectionism, self-determined motivation, and coping among adolescent athletes. Psychology of Sport and Exercise, 12(4), 355U+2013367. https://doi.org/https://www.researchgate.net/deref/http%3A%2F%2Fdx.doi.org%2F10.1016%2Fj.psychsport.2011.03.006Mueller, J. T., Barrett, A. G., Wildermuth, G., Ferich, A., & Graefe, A. R. (2018). It is all about subjective norms: understanding undergraduate involvement in504extracurricular organisations related to sustainability. International Journal of Higher Education and Sustainability, 2(2), 102. https://doi.org/10.1504/IJHES.2018.096108Mullan, J., Weston, K., Rich, W., & McLennan, P. (2014). Investigating the impact of a research-based integrated curriculum on self-perceived research experiences of medical students in community placements: a pre- and post-test analysis of three student cohorts. BMC Medical Education, 14(1), 161. https://doi.org/10.1186/1472-6920-14-161Muller-Christ, G. (2019). Inquiry-Based Learning in Business Administration. In Inquiry-Based Learning U+2013 Undergraduate Research (pp. 261U+2013269). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-030-14223-0_24Myatt, P. (2012). Student perceptions of the undergraduate research experience: what do they think they really gain and how much influence does it have? In Proceedings of The Australian Conference on Science and Mathematics Education (formerly UniServe Science Conference) (pp. 85U+201390).Myers, J., Sawyer, A., Dredger, K., Barnes, S., & Wilson, R. (2918). Examining perspectives of faculty and students engaging in undergraduate research. Journal of the Scholarship of Teaching and Learning, 18(1), 136U+2013149. https://doi.org/10.14434/josotl.v18i1.22348Myers, M. J., & Burgess, A. B. (2003). Inquiry-based laboratory course improves studentsU+2019 ability to design experiments and interpret data. Advances in Physiology Education, 27(1U+20134), 26U+201333. https://doi.org/10.1152/advan.00028.2002.Newton, T. A., Tracy, H. J., & Prudenté, C. (2006). A Research-Based Laboratory Course in Organic Chemistry. Journal of Chemical Education, 83(12), 1844. https://doi.org/10.1021/ed083p1844Niemiec, C., & Richard, R. (2009). Autonomy, competence, and relatedness in the classroom. Theory and Research in Education, 7(2), 133U+2013144. https://doi.org/10.1177/1477878509104318Núñez, J. L., & León, J. (2015). Autonomy Support in the Classroom. European Psychologist, 20(4), 275U+2013283. https://doi.org/10.1027/1016-9040/a000234Obwegeser, N., & Papadopoulos, P. M. (2016). Integrating Research and Teaching in the IS Classroom: Benefits for Teachers and Students. Journal of Information Systems Education, 27(4), 249U+2013258.Odena, O., & Burgess, H. (2017). How doctoral students and graduates describe facilitating experiences and strategies for their thesis writing learning process: a qualitative approach. Studies in Higher Education, 42(3), 572U+2013590.505https://doi.org/10.1080/03075079.2015.1063598Olafsen, A. H., Niemiec, C. P., Halvari, H., Deci, E. L., & Williams, G. C. (2017). On the dark side of work: a longitudinal analysis using self-determination theory. European Journal of Work and Organizational Psychology, 26(2), 275U+2013285. https://doi.org/10.1080/1359432X.2016.1257611Ommering, B. W., van Blankenstein, F. M., Wijnen-Meijer, M., van Diepen, M., & Dekker, F. W. (2019). Fostering the physician-scientist workforce: a prospective cohort study to investigate the effect of undergraduate medical studentsU+2019 motivation for research on actual research involvement. BMJ Open, 9(7), e028034. https://doi.org/10.1136/bmjopen-2018-028034Oosterlinck, A. (2013). Accountability, the Magna Charta Universitatum and the Bologna Declaration. In Wenner-Gren International Series, volume 86 Trust in Universities (pp. 41U+201352). Portland: Press Limited.Orsini, C., Evans, P., Binnie, V., Ledezma, P., & Fuentes, F. (2016). Encouraging intrinsic motivation in the clinical setting: teachersU+2019 perspectives from the self-determination theory. European Journal of Dental Education, 20(2), 102U+2013111. https://doi.org/10.1111/eje.12147Orsini, C., Evans, P., & Jerez, O. (2015). How to encourage intrinsic motivation in the clinical teaching environment?: a systematic review from the self-determination theory. Journal of Educational Evaluation for Health Professions, 12, 8. https://doi.org/10.3352/jeehp.2015.12.8Ossenberg, P., & Jungmann, T. (2013). FLExperiment Solving small technical problems by using mathematical and physical knowledge, skills and competencies in Engnineering Education. In IEEE GLOBAL ENGINEERING EDUCATION CONFERENCE (EDUCON) (pp. 597U+2013601). https://doi.org/https://doi.org/10.1109/EduCon.2013.6530166Overall, N., Deane, K., & Peterson, E. (2011). Promoting doctoral studentsU+2019 research self-efficacy: combining academic guidance with autonomy support. Higher Education Research & Development, 30(6), 791U+2013805. https://doi.org/10.1080/07294360.2010.535508Owens, T. L. (2017). Higher education in the sustainable development goals framework. European Journal of Education, 52(4), 414U+2013420. https://doi.org/10.1111/ejed.12237Paas, F., Renkl, A., & Sweller, J. (2004). Cognitive load theory: Instructional implications of the interaction between information structures and cognitive architecture. Instructional Science, 32(1U+20132), 1U+20138.506Paas, F., Tuovinen, J. E., Tabbers, H., & Van Gerven, P. W. M. (2003). Cognitive Load Measurement as a Means to Advance Cognitive Load Theory. Educational Psychologist, 38(1), 63U+201371. https://doi.org/10.1207/S15326985EP3801_8Page, H., Ralebitso-Senior, T. K., & Orr, C. H. (2017). Engaging students in bioscience research to improve their learning experience. Student Engagement in Higher Education Journal, 1(2), 71U+201380.Pai, P. S., & Chiplunkar, N. N. (2019). Research Based Curriculum to Improve the Teaching - Learning Experience of Undergraduate Students. Nitte Management Review, 11(2), 73U+201378. https://doi.org/10.18311/NMR/2017/20891Pajares, F. (1997). Current directions in self-efficacy research. Advances in Motivation and Achievement, 10(149), 1U+201349. Retrieved from https://www.dynaread.com/current-directions-in-self-efficacy-researchPajares, F. (2005). Gender differences in mathematics self-efficacy beliefs. In Gender differences in mathematics: An integrative psychological approach (pp. 294U+2013315). Retrieved from http://www.academia.edu/download/30693761/Gallagher_A_N_Ed_Gender_Differences_in_Math.pdf#page=311Pantoya, M., Hughes, P. C., & Hughes, J. S. (2013). A Case Study in Active Learning: Teaching Undergraduate Research in an Engineering Classroom Setting. Engineering Education, 8(2), 54U+201364. https://doi.org/10.11120/ened.2013.00014Parikh, M. (2002). Knowledge acquisition through case study development: a student researcher perspective. Communications of the Association for Information Systems, 8(1), 25. Retrieved from https://aisel.aisnet.org/cgi/viewcontent.cgi?article=2790&context=caisParra, K. J., Osgood, M. P., & Pappas, D. L. (2010). A research-based laboratory course designed to strengthen the research-teaching nexus. Biochemistry and Molecular Biology Education, 38(3), 172U+2013179. https://doi.org/10.1002/bmb.20358Pastor, J. M., Peraita, C., Serrano, L., & Soler, Á. (2018). Higher education institutions, economic growth and GDP per capita in European Union countries. European Planning Studies, 26(8), 1616U+20131637. https://doi.org/10.1080/09654313.2018.1480707Paul, J., Modi, A., & Patel, J. (2016). Predicting green product consumption using theory of planned behavior and reasoned action. Journal of Retailing and Consumer Services, 29, 123U+2013134. https://doi.org/10.1016/J.JRETCONSER.2015.11.006Pegkas, P., & Tsamadias, C. (2014). Does Higher Education Affect Economic Growth?507The Case of Greece. International Economic Journal, 28(3), 425U+2013444. https://doi.org/10.1080/10168737.2014.894551Peraza, E., Das, K., & Lagoudas, D. (2012). ASEE American Society for Engineering Education. In Mechanical Characterization of Sn and Shape Memory Alloy InTl Nanowires as Part of an Undergraduate Research Experience (p. 25.926.1-25.926.13). Retrieved from https://peer.asee.org/mechanical-characterization-of-sn-and-shape-memory-alloy-intl-nanowires-as-part-of-an-undergraduate-research-experiencePeraza, E., Das, K., & Lagoudas, D. (2012). Mechanical Characterization of Sn and Shape Memory Alloy InTl Nanowires as Part of an Undergraduate Research Experience. In American Society for Engineering Education. Conference. (pp. 1U+201313). American Society for Engineering Education.Phan, H., & Ngu, B. (2016). Sources of self-efficacy in academic contexts: A longitudinal perspective. School Psychology Quaterly, 31(4), 548. Retrieved from https://psycnet.apa.org/journals/spq/31/4/548.html?uid=2016-13166-001Phan, N., & Locke, T. (2015). Sources of self-efficacy of Vietnamese EFL teachers: A qualitative study. Teaching and Teacher Education, 52, 73U+201382. https://doi.org/10.1016/J.TATE.2015.09.006Phillips, J. C., & Russell, R. K. (1994a). Research Self-Efficacy, the Research Training Environment, and Research Productivity among Graduate Students in Counseling Psychology. The Counseling Psychologist, 22(4), 628U+2013641. https://doi.org/10.1177/0011000094224008Phillips, J. C., & Russell, R. K. (1994b). Research Self-Efficacy, the Research Training Environment, and Research Productivity among Graduate Students in Counseling Psychology. The Counseling Psychologist, 22(4), 628U+2013641. https://doi.org/10.1177/0011000094224008Pittaway, L. (2009). The Role of Inquiry-Based Learning in Entrepreneurship Education. Industry and Higher Education, 23(3), 153U+2013162. https://doi.org/10.5367/000000009788640251Ponce, P., Ibarra, L., Mata, O., & Molina, A. (2019). How to develop research skills among undergraduate engineering students to tackle current ongoing topics? A Smart-Grid case study. International Journal of Electrical Engineering Education, 002072091881600. https://doi.org/10.1177/0020720918816004Popa, D., & Voicu, B. C. (2015). Motivational Aspects Engaged in Performance of Preadolescent Students. In Procedia - Social and Behavioral Sciences (Vol. 203, pp. 186U+2013191). Elsevier. https://doi.org/10.1016/j.sbspro.2015.08.280508Postholm, M. (2019). Researcher Roles and Access to the Research Field. In Research and Development in School (pp. 41U+201350). Brill | Sense. Retrieved from https://brill.com/view/book/9789004410213/BP000010.xmlPrahmana, R. C. I., Kusumah, Y. S., & Darhim. (2017). Didactic trajectory of research in mathematics education using research-based learning. Journal of Physics: Conference Series, 893(1), 012001. https://doi.org/10.1088/1742-6596/893/1/012001Pu, L., Huang, C., & Wenjia, J. (2014). Research on the Curriculum of Marketing major in Higher Education Institutions-based on Research-based Teaching. In International Conference on Education, Management and Computing Technology (pp. 525U+2013531). Atlantis Press.Quaye, S. J., & Harper, S. R. (2015). Student engagement in higher education : theoretical perspectives and practical approaches for diverse populations. New York, NY: Routledge.Queirós, A., Faria, D., & Alemida, F. (2017). Strengths and limitations of qualitative and quantitative research methods. European Journal of Education Studies. Retrieved from http://oapub.org/edu/index.php/ejes/article/view/1017Quinn, B. (2016). Teaching and research in mid-career management education. Teaching Public Administration, 34(1), 7U+201318. https://doi.org/10.1177/0144739415602526Quinn, B. (2016). Teaching and research in mid-career management education. Teaching Public Administration, 34(1), 7U+201318. https://doi.org/10.1177/0144739415602526Quinney, A., & Parker, J. (2010). Developing self efficacy in research skills: becoming research-minded. In H. Burgess & J. Carpenter (Eds.), The Outcomes of Social Work Education: Developing evaluation methods (pp. 16U+201325). Higher Education Academy Subject Centre for Social Policy and Social Work. Retrieved from http://eprints.bournemouth.ac.uk/13414/Reeve, J. (2012). A Self-determination Theory Perspective on Student Engagement. In Handbook of Research on Student Engagement (pp. 149U+2013172). Boston, MA: Springer US. https://doi.org/10.1007/978-1-4614-2018-7_7Reeve, J., Ryan, R., & Deci, E. (2018). Sociocultural Influences on Students Motivation as viewed through the lens of Self-Determination Theory. In Big Theories revisited 2 (pp. 15U+201340). Informaiton Age Publishing.Reich, J., Liebenberg, L., Denny, M., Battiste, H., Bernard, A., Christmas, K., U+2026 Paul, H. (2017). In This Together: Relational Accountability and Meaningful Research509and Dissemination With Youth. International Journal of Qualitative Methods, 16(1), 160940691771734. https://doi.org/10.1177/1609406917717345Reis, H., Sheldon, K., Gable, S., Roscoe, J., & Ryan, R. (2018). Daily well-being: The role of autonomy, competence, and relatedness. In Relationships, Well-Being and Behaviour (pp. 317U+2013349). Routledge.Reis, H. T., Sheldon, K. M., Gable, S. L., Roscoe, J., Ryan, R. M., Sheldon, K. M., U+2026 Ryan, R. M. (2018). Daily well-being: the role of autonomy, competence, and relatedness. In Relationships, Well-Being and Behavior (pp. 317U+2013349). Routledge. https://doi.org/10.4324/9780203732496-13Rhodes, R., Jones, L., & Courneya, K. (2002). Extending the Theory of Planned Behavior in the Exercise Domain: A Comparison of Social Support and Subjective Norm. Research Quarterly for Exercise and Sport, 73(2), 193U+2013199.Ribes-Zamora, A., Amin, S., Simmons-Nout, A., Larios-Sanz, M., & Rosell, R. (2013). Bringing research into laboratory courses. In EDULEARN13 Proceedings (pp. 5913U+20135918). International Association of Technology, Education and Development (IATED).Risku, H. (2016). Situated learning in translation research training: academic research as a reflection of practice. The Interpreter and Translator Trainer, 10(1), 12U+201328. https://doi.org/10.1080/1750399X.2016.1154340Roach, M. (2017). Encouraging entrepreneurship in university labs: Research activities, research outputs, and early doctorate careers. PLOS ONE, 12(2), e0170444. https://doi.org/10.1371/journal.pone.0170444Robertson, J. (2007). Beyond the U+2018research/teaching nexusU+2019: exploring the complexity of academic experience. Studies in Higher Education, 32(5), 541U+2013556. https://doi.org/10.1080/03075070701476043Robson, N., & Morgan, J. A. (2012). Introducing Faculty Research to Undergraduate Engineering Students: Enhancing Active Cooperative Learning. In 2012 ASEE Annual Conference & Exposition (p. 25.841.1-25.841.9).Rojo, N., Elias, A., Corcuera, M. A., & Eceisa, A. (2014). Research-Based Education: Biomass Quantification in Biological Systems. In 18th International Technology, Education and Development Conference, NTED2014 Proceedings (pp. 6103U+20136109). IATED.Rosenkranz, S., Wang, S., & Hu, W. (2015a). Motivating medical students to do research: a mixed methods study using Self-Determination Theory. BMC Medical Education, 15(1), 95U+2013107. https://doi.org/DOI 10.1186/s12909-015-0379-1Rosenkranz, S., Wang, S., & Hu, W. (2015b). Motivating medical students to do510research: amixed methods study using Self-Determination Theory. BMC Medical Education, 15(95), 1U+201313. https://doi.org/10.1186/s12909-015-0379-1Rossi, J., Oude, A., Marques, C., & Lutke, V. (2014). Understanding farmersU+2019 intention to adopt improved natural grassland using the theory of planned behavior. Livestock Science, 169, 163U+2013174. https://doi.org/10.1016/J.LIVSCI.2014.09.014Russell, C. B., & Weaver, G. C. (2011). A comparative study of traditional, inquiry-based, and research-based laboratory curricula: impacts on understanding of the nature of science. Chem. Educ. Res. Pract., 12(1), 57U+201367. https://doi.org/10.1039/C1RP90008KRussell, S., Hancock, M., & McCullough, J. (2017). Benefits of Undergraduate Research Experiences. Education Forum. https://doi.org/10.1126/science.1140384Ruzek, E., Hafen, C., Allen, J., Gregory, A., Mikami, A., & Pianta, R. (2016). How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence. Learning and Instruction, 42, 95U+2013103. https://doi.org/10.1016/J.LEARNINSTRUC.2016.01.004Ryan, E. (2016). Undergraduate nursing studentsU+2019 attitudes and use of research and evidence-based practice - an integrative literature review. Journal of Clinical Nursing, 25(11U+201312), 1548U+20131556. https://doi.org/10.1111/jocn.13229Ryan, R., & Deci, E. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54U+201367. Retrieved from https://www.sciencedirect.com/science/article/pii/S0361476X99910202Ryan, R., & Deci, E. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psychology, 25(1), 54U+201367. https://doi.org/10.1006/ceps.1999.1020Ryan, R., & Deci, E. (2017). Self-determination theory : basic psychological needs in motivation, development, and wellness. New York, NY, USA: The Guilford Press.Ryan, R. M., & Deci, E. L. (2008). A self-determination theory approach to psychotherapy: The motivational basis for effective change. Canadian Psychology/Psychologie Canadienne, 49(3), 186U+2013193. https://doi.org/10.1037/a0012753Ryan, R. M., & Deci, E. L. (2017). Self-determination Theory: An introduction and overview. In Self-determination theory: basic psychological needs in motivation, development, and wellness (p. 756). New York, NY, USA: The Guilford Press.Ryan, R. M., & Powelson, C. L. (1991). Autonomy and Relatedness as Fundamental to Motivation and Education. The Journal of Experimental Education, 60(1), 49U+201366.511https://doi.org/10.1080/00220973.1991.10806579Ryan, R. M., Williams, G. C., Patrick, H., & Deci, E. L. (2009). Self-determination theory and physical activity: The dynamics of motivation in development and wellness. Hellenic Journal of Psychology, 6, 107U+2013124. Retrieved from https://www.semanticscholar.org/paper/Self-determination-theory-and-physical-activity%3A-of-Ryan-Williams/3cdb152163b5d48ddb144c613359c8fa166c1837Saccenti, E., & Timmerman, M. E. (2016). Approaches to Sample Size Determination for Multivariate Data: Applications to PCA and PLS-DA of Omics Data. Journal of Proteome Research, 15(8), 2379U+20132393. https://doi.org/10.1021/acs.jproteome.5b01029Saeed, I., Khan, N. F., Bari, A., & Khan, R. A. (2018). Factors contributing to the lack of interest in research activities among postgraduate medical students. Pakistan Journal of Medical Sciences, 34(4), 913U+2013917. https://doi.org/https://dx.doi.org/10.12669%2Fpjms.344.15411Saeed, S., & Zyngier, D. (2012). How Motivation Influences Student Engagement: A Qualitative Case Study. Journal of Education and Learning, 1(2), 252U+2013267.Sam, C., & van der Sijde, P. (2014). Understanding the concept of the entrepreneurial university from the perspective of higher education models. Higher Education, 68(6), 891U+2013908. https://doi.org/10.1007/s10734-014-9750-0Schlicht, J., & Klauser, F. (2014). Improving higher education by linking research with teaching and learning processes. South African Journal of Higher, 28(3).Schmeck, A., Opfermann, M., Gog, T. Van, Paas, F., & Leutner, D. (2015). Measuring cognitive load with subjective rating scales during problem solving: differences between immediate and delayed ratings. Instructional Science, 43(1), 93U+2013114. Retrieved from https://idp.springer.com/authorize/casa?redirect_uri=https://link.springer.com/article/10.1007/s11251-014-9328-3&casa_token=BQi8KnluWo4AAAAA:f_fNmcvKqvR_g8O2ayI5LTOpZLmHWf6dgMHGlAcbA3jINQtti0Tb4E3kX_YoAimKxSX8JNc6XGVI7JpddgSchmeck, A., Opfermann, M., van Gog, T., Paas, F., & Leutner, D. (2015). Measuring cognitive load with subjective rating scales during problem solving: differences between immediate and delayed ratings. Instructional Science, 43(1), 93U+2013114. https://doi.org/10.1007/s11251-014-9328-3Schneider, M., & Preckel, F. (2017). Variables associated with achievement in higher education: A systematic review of meta-analyses. Psychological Bulletin, 143(6), 565U+2013600. https://doi.org/10.1037/bul0000098512Schunk, D. (1995). Self-efficacy, motivation, and performance. Journal of Applied Sport Psychology, 7(2), 112U+2013137. https://doi.org/10.1080/10413209508406961Schunk, D., & Bursuck, W. (2016). Self-efficacy, Agency and Volition: StudentsU+2019 Beliefs and Reading Motivation. In Handbook of individual differences in reading : reader, text, and context (pp. 54U+201366). New York, NY, USA: Routledge.Schunk, D. H. (1989). Self-efficacy and achievement behaviors. Educational Psychology Review, 1(3), 173U+2013208. https://doi.org/10.1007/BF01320134Schunk, D., & Pajares, F. (2009). Self-efficacy theory. In Handbook of Motivation at School (pp. 35U+201353).Scott, W. L., Denton, R. E., Marrs, K. A., Durrant, J. D., Samaritoni, J. G., Abraham, M. M., U+2026 OU+2019Donnell, M. J. (2015). Distributed Drug Discovery: Advancing Chemical Education through Contextualized Combinatorial Solid-Phase Organic Laboratories. Journal of Chemical Education, 92(5), 819U+2013826. https://doi.org/10.1021/ed500135nSebastian, M., Robinson, M., Dumeny, L., Dyson, K., McCormack, W. T., & May, W. S. (2019). 3563 Clinical research training methods that improve self-efficacy in clinical research domains. Journal of Clinical and Translational Science, 3(s1), 64U+201364. https://doi.org/10.1017/cts.2019.151Secret, M., Abell, M. L., Ward, C. J., Charles, J. L. K., & Perkins, N. H. (2017). Research Knowledge Assessment: A Study of MSW StudentsU+2019 Acquisition and Retention of Research Knowledge. Journal of Social Work Education, 53(3), 480U+2013494. https://doi.org/10.1080/10437797.2016.1266977Seraji, F., Tavakkoli, R., & Hoseini, M. (2017). The Relationship Between Technological Research Skills and Research Self-Efficacy of Higher Education Students. Interdisciplinary Journal of Virtual Learning in Medical Sciences, 8(3). https://doi.org/10.5812/ijvlms.11893Shabbir, M., Shariff, M., & Shahzad, A. (2016). Mediating role of perceived behavioral control and stakeholdersU+2019 support system on the relationship between entrepreneurial personal skills and. International Business Management, 10(9), 1745U+20131755. Retrieved from https://www.researchgate.net/profile/Muhammad_Shabbir14/publication/321610507_Mediating_Role_of_ATB/links/5a28fcb6a6fdcc8e8671d1a7/Mediating-Role-of-ATB.pdfShamblen, S. R., Atwood, K., Scarbrough, W., Collins, D. A., Rindfleisch, A., Kligler, B., & Gaudet, T. (2018). Perceived Behavioral Control as a Key to Integrative Medicine. Journal of Evidence-Based Integrative Medicine, 23,5132515690X1880158. https://doi.org/10.1177/2515690X18801581Sharma, M. D., Mendez, A., Sefton, I. M., Khachan, J., N, H. A. and L. V, Richardson A, S. M. D. and K. J., U+2026 Johnson D W, J. R. T. and S. K. A. (2014). Student evaluation of research projects in a first-year physics laboratory. European Journal of Physics, 35(2), 025004. https://doi.org/10.1088/0143-0807/35/2/025004Shaw, L., & Kennepohl, D. (2013). Student and faculty outcomes of undergraduate science research projects by geographically dispersed students. The International Review of Research in Open and Distributed Learning, 14(5), 70U+201381. https://doi.org/10.19173/irrodl.v14i5.1551Shekar, A. (2012). Research-based enquiry in product development education: Lessons from supervising undergraduate final year projects. International Journal of Industrial Engineering, 19(1), 26U+201332.Shekhar, P., Prince, M., Finelli, C., Demonbrun, M., & Waters, C. (2019). Integrating quantitative and qualitative research methods to examine student resistance to active learning. European Journal of Engineering Education, 44(1U+20132), 6U+201318. https://doi.org/10.1080/03043797.2018.1438988Sheldon, K. M., Abad, N., & Omoile, J. (2009). Testing Self-Determination Theory via Nigerian and Indian adolescents. International Journal of Behavioral Development, 33(5), 451U+2013459. https://doi.org/10.1177/0165025409340095Shergadwala, M., Kannan, K. N., & Panchal, J. H. (2016). Understanding the Impact of Expertise on Design Outcome: An Approach Based on Concept Inventories and Item Response Theory. In Volume 3: 18th International Conference on Advanced Vehicle Technologies; 13th International Conference on Design Education; 9th Frontiers in Biomedical Devices. American Society of Mechanical Engineers. https://doi.org/10.1115/DETC2016-59038Shin, J. C., & Kim, Y. (2017). The Teaching and Research Nexus Under Research University Initiatives: A Comparative View for East Asia. In The Changing Academic Profession in Hong Kong (pp. 161U+2013182). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-319-56791-4_9Shin, Y. H., & Hancer, M. (2016). The role of attitude, subjective norm, perceived behavioral control, and moral norm in the intention to purchase local food products. Journal of Food Service Business Research, 19(4), 338U+2013351. https://doi.org/10.1080/15378020.2016.118150Shortlidge, E., Bangera, G., & Brownell, S. (2016). Faculty Perspectives on Developing and Teaching Course-Based Undergraduate Research Experiences. BioScience, 66(1), 54U+201362. https://doi.org/10.1093/biosci/biv167514Shuster, M. I., Curtiss, J., Wright, T. F., Champion, C., Sharifi, M., & Bosland, J. (2019). Implementing and Evaluating a Course-Based Undergraduate Research Experience (CURE) at a Hispanic-Serving Institution. Interdisciplinary Journal of Problem-Based Learning, 13(2). https://doi.org/10.7771/1541-5015.1806Smirnova, N. (2016). Writing-for-publication: Online pedagogy for post/graduate research writing. In Research literacies and writing pedagogies for masters and doctoral writers (pp. 68U+201392). BRILL. Retrieved from https://brill.com/downloadpdf/book/edcoll/9789004304338/B9789004304338_005.pdfSmith, R. V., Densmore, L. D., & Lener, E. F. (2016). Graduate research : a guide for students in the sciences. Academic Press. Retrieved from https://books.google.be/books?hl=es&lr=&id=pRcoCgAAQBAJ&oi=fnd&pg=PP1&dq=Graduate+Research:+A+Guide+for+Students+in+the+Sciences&ots=Rm75RXnPfM&sig=BRo_-3wdny-quZ0Syv9WD1Efv_o&redir_esc=y#v=onepage&q=Graduate Research%3A A Guide for Students in the SciencSöderlind, J., & Magnell, M. (2015). The teaching-research nexus in engineering education. In 43rd Annual SEFI Conference June 29-July 2, 2015 Orleans, France.Soltano, E., Meyer, S., & Larrivee, L. (2016). Involving Students in Interdisciplinary Faculty Research Teams: Benefits and Limitations. Currents in Teaching & Learning, 7(2), 38U+201345.Sorensen, A. E., Corral, L., Dauer, J. M., & Fontaine, J. J. (2018). Integrating Authentic Scientific Research in a Conservation Course-Based Undergraduate Research Experience. Natural Sciences Education, 47(1), 180004. https://doi.org/10.4195/nse2018.02.0004Sota, C., & Peltzer, K. (2017). The Effectiveness of Research Based Learning among Master degree Student for Health Promotion and Preventable Disease, Faculty of Public Health, Khon Kaen University, Thailand. Procedia - Social and Behavioral Sciences, 237, 1359U+20131365. https://doi.org/10.1016/j.sbspro.2017.02.226SpronkenU+2010Smith, R., & Walker, R. (2010). Can inquiryU+2010based learning strengthen the links between teaching and disciplinary research? Studies in Higher Education, 35(6), 723U+2013740. https://doi.org/10.1080/03075070903315502Stajkovic, A. D., Bandura, A., Locke, E. A., Lee, D., & Sergent, K. (2018). Test of three conceptual models of influence of the big five personality traits and self-efficacy on academic performance: A meta-analytic path-analysis. Personality and Individual515Differences, 120, 238U+2013245. https://doi.org/10.1016/J.PAID.2017.08.014Stanley, J. T., & Lewandowski, H. J. (2016). Lab notebooks as scientific communication: Investigating development from undergraduate courses to graduate research. Physical Review Physics Education Research, 12(2), 020129. https://doi.org/10.1103/PhysRevPhysEducRes.12.020129Stappenbelt, B. (2013). The effectiveness of the teachingU+2013research nexus in facilitating student learning. Engineering Education, 8(1), 111U+2013121. https://doi.org/10.11120/ened.2013.00002Stein, S., Andreotti, V. de O., & Susa, R. (2019). U+2018Beyond 2015U+2019, within the modern/colonial global imaginary? Global development and higher education. Critical Studies in Education, 60(3), 281U+2013301. https://doi.org/10.1080/17508487.2016.1247737Steinmetz, H., Knappstein, M., Ajzen, I., Schmidt, P., & Kabst, R. (2016). How Effective are Behavior Change Interventions Based on the Theory of Planned Behavior? Zeitschrift Fur Psychologie, 224(3), 216U+2013233. https://doi.org/10.1027/2151-2604/a000255Sternquist, B., Huddleston, P., & Fairhurst, A. (2018). Framing the Undergraduate Research Experience: Discovery Involvement in Retailing Undergraduate Education. Journal of Marketing Education, 40(1), 76U+201384. https://doi.org/10.1177/0273475317753864Stout, R. P. (2015). CO 2 Investigations: An Open Inquiry Experiment for General Chemistry. Journal of Chemical Education, 93(4), 713U+2013717. https://doi.org/DOI: 10.1021/ed5006932Strauss, K., & Parker, S. (2014). Effective and Sustained Proactivity in the Workplace: A Self-Determination Theory Perspective. In P. Nathan & M. Gagné (Eds.), The Oxford handbook of work engagement, motivation, and self-determination theory (pp. 50U+201371). New York, NY, USA: Oxford University Press.Streu, C. N., Reif, R. D., Neiles, K. Y., Schech, A. J., & Mertz, P. S. (2016). Drug Synthesis and Analysis on a Dime: A Capstone Medicinal Chemistry Experience for the Undergraduate Biochemistry Laboratory. Journal of Chemical Education, 93(12), 2084U+20132088. https://doi.org/10.1021/acs.jchemed.6b00048Sumbawati, M. S., & Anistyasari, Y. (2018). The impact of research-based learning on studentU+2019s academic performance and motivation. IOP Conference Series: Materials Science and Engineering, 296(1), 012043. https://doi.org/10.1088/1757-899X/296/1/012043Sun, J., Tian, J., Huynh, V. N., & Nakamori, Y. (2018). Modeling the Knowledge516Creation Process of Graduate Research. Journal of Systems Science and Systems Engineering, 27(6), 790U+2013809. https://doi.org/10.1007/s11518-018-5360-1Susiani, T., Salimi, M., & Hidayah, R. (2018). Research Based Learning (RBL): How to Improve Critical Thinking Skills? In SHS Web of Conferences (Vol. 42, p. 00042). EDP Sciences. Retrieved from http://www.shs-conferences.org/articles/shsconf/abs/2018/03/shsconf_gctale2018_00042/shsconf_gctale2018_00042.htmlSutter, N., & Paulson, S. (2017). Predicting college studentsU+2019 intention to graduate: a test of the theory of planned behavior. College Student Journal, 50(3), 409U+2013421. Retrieved from https://www.ingentaconnect.com/content/prin/csj/2017/00000050/00000003/art00013Swan, A. K., Inkelas, K. K., Jones, J. N., Pretlow, J., & Keller, T. F. (2018a). The Role of High School Research Experiences in Shaping StudentsU+2019 Research Self-Efficacy and Preparation for Undergraduate Research Participation. Journal of the First Year Experience and Students in Transition, 30(1), 103U+2013120. Retrieved from https://www.ingentaconnect.com/contentone/fyesit/fyesit/2018/00000030/00000001/art00006Swan, A. K., Inkelas, K. K., Jones, J. N., Pretlow, J., & Keller, T. F. (2018b). The Role of High School Research Experiences in Shaping StudentsU+2019 Research Self-Efficacy and Preparation for Undergraduate Research Participation. Journal of the First Year Experience and Students in Transition, 30(1), 103U+2013120. Retrieved from https://www.ingentaconnect.com/contentone/fyesit/fyesit/2018/00000030/00000001/art00006Sweat, K. G., Marshall, P. A., Foltz-Sweat, J. L., & Broatch, J. E. (2018). Developing a Course-Based Research Experience for Undergraduates: The ASU West Experience. Journal of the Arizona-Nevada Academy of Science, 47(2), 36U+201343. https://doi.org/10.2181/036.047.0202Sweller, J. (2010). Element Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load. Educational Psychology Review, 22(2), 123U+2013138. https://doi.org/10.1007/s10648-010-9128-5Sweller, J. (2011). Cognitive Load Theory. In Psychology of Learning and Motivation (Vol. 55, pp. 37U+201376). https://doi.org/10.1016/B978-0-12-387691-1.00002-8Sweller, J. (2015). In academe, what ls Learned, and how is it learned? Current Directions in Psychological Science, 24(3), 190U+2013194. https://doi.org/10.1177/0963721415569570517Sweller, J. (2016). Cognitive Load Theory, Evolutionary Educational Psychology, and Instructional Design. In Evolutionary Perspectives on Child Development and Education (pp. 291U+2013306). Springer, Cham. https://doi.org/doi.org/10.1007/978-3-319-29986-0_12Sweller, J., Van Merrienboer, J., & Paas, F. (1998). Cognitive architecture and instructional design. Educatinal Psychology Review, 10(3), 251U+2013296. https://doi.org/https://dx.doi.org/10.1023/a:1022193728205Symons, S. L., Colgoni, A., & Harvey, C. T. (2017). Student Perceptions of Staged Transfer to Independent Research Skills During a Four-year Honours Science Undergraduate Program. The Canadian Journal for the Scholarship of Teaching and Learning, 8(1), 1U+201320. https://doi.org/10.5206/cjsotl-rcacea.2017.1.6Szteinberg, G., Balicki, S., Banks, G., Clinchot, M., Cullipher, S., Huie, R., U+2026 Sevian, H. (2014). Collaborative Professional Development in Chemistry Education Research: Bridging the Gap between Research and Practice. Journal of Chemical Education, 91(9), 1401U+20131408. https://doi.org/10.1021/ed5003042Taheri, B., Ashrafi-Rizi, H., Najafi, N., & Kazempour, Z. (2015). Research self-efficacy among students of Isfahan University of Medical Sciences. Journal of Education and Health Promotion, 4(1), 26. https://doi.org/10.4103/2277-9531.154117Tang, X., Wang, S., Zhu, S., & Liu, L. (2018). Research and Practice on the Innovation Ability Cultivation Model of Undergraduates Under the qUnity of Knowledge and Practiceq. In Proceedings of the Asia-Pacific Social Science and Modern Education Conference (SSME 2018). Paris, France: Atlantis Press. https://doi.org/10.2991/ssme-18.2018.5Tavares, O. (2017). The role of studentsU+2019 employability perceptions on Portuguese higher education choices. Journal of Education and Work, 30(1), 106U+2013121. https://doi.org/10.1080/13639080.2015.1122180Terkowsky, C., May, D., Haertel, T., & Pleul, C. (2012). Experiential Remote Lab Learning with E-Portfolios. In 15th International Conference on Interactive Collaborative Learning (ICL) : Villach, Austria 26-28 September 2012. (pp. 1U+20137). IEEE. https://doi.org/https://doi.org/10.1109/ICL.2012.6402097Terkowsky, C., May, D., Haertel, T., & Pleul, C. (2012). Experiential Remote Lab Learning with E-Portfolios Integrating tele-operated experiments into environments for reflective learning. 2012 15TH INTERNATIONAL CONFERENCE ON INTERACTIVE COLLABORATIVE LEARNING (ICL), 1U+20137.Thompson, M., & Graham, S. (2015). Self-efficacy beliefs. In APA Handbook of career intervention (pp. 171U+2013182). Washington, DC, USA: American Psychological518Association. https://doi.org/https://psycnet.apa.org/doi/10.1037/14439-013Thompson, N. S., Alford, E. M., Liao, C., Johnson, R., & Matthews, M. A. (2005). Integrating Undergraduate Research into Engineering: A Communications Approach to Holistic Education. Journal of Engineering Education, 94(3), 297U+2013307. https://doi.org/10.1002/j.2168-9830.2005.tb00854.xThomson, M. M., DiFrancesca, D., Carrier, S., & Lee, C. (2017). Teaching efficacy: exploring relationships between mathematics and science self-efficacy beliefs, PCK and domain knowledge among preservice teachers from the United States. Teacher Development, 21(1), 1U+201320. https://doi.org/10.1080/13664530.2016.1204355Tight, M. (2016). Examining the research/teaching nexus. European Journal of Higher Education, 6(4), 1U+201319. https://doi.org/10.1080/21568235.2016.1224674Tiyuri, A., Saberi, B., Miri, M., Shahrestanaki, E., Bayat, B. B., & Salehiniya, H. (2018). Research self-efficacy and its relationship with academic performance in postgraduate students of Tehran University of Medical Sciences in 2016. Journal of Education and Health Promotion, 7, 11. https://doi.org/10.4103/jehp.jehp_43_17Tohir, M., Abidin, Z., Dafik, & Hobri. (2018). Students creative thinking skills in solving two dimensional arithmetic series through research-based learning. Journal of Physics: Conference Series, 1008(1), 012072. https://doi.org/10.1088/1742-6596/1008/1/012072Toledo, R. S., Pérez, I. A., & Pareja, D. Z. (2015). Contribution of the Physics to Development of Research Skills in Biomedical Engineering Students. In In VI Latin American Congress on Biomedical Engineering CLAIB 2014, Paraná, Argentina 29, 30 & 31 October 2014 (pp. 999U+20131003). Springer, Cham. https://doi.org/10.1007/978-3-319-13117-7_253Tomasik, J. H., Cottone, K. E., Heethuis, M. T., & Mueller, A. (2013). Development and Preliminary Impacts of the Implementation of an Authentic Research-Based Experiment in General Chemistry. Journal of Chemical Education, 90(9), 1155U+20131161. https://doi.org/10.1021/ed300328pTomasik, J. H., Lecaptain, D., Murphy, S., Martin, M., Knight, R. M., Harke, M. A., U+2026 Acevedo-Polakovich, I. D. (2014). Island Explorations: Discovering Effects of Environmental Research- Based Lab Activities on Analytical Chemistry Students. Journal of Chemical Education, 91(11), 1887U+20131894. https://doi.org/10.1021/ed5000313Tomasik, J. H., LeCaptain, D., Murphy, S., Martin, M., Knight, R. M., Harke, M. A., U+2026 Acevedo-Polakovich, I. D. (2014). Island Explorations: Discovering Effects of519Environmental Research-Based Lab Activities on Analytical Chemistry Students. Journal of Chemical Education, 91(11), 1887U+20131894. https://doi.org/10.1021/ed5000313Treacy, D. J., Sankaran, S. M., Gordon-Messer, S., Saly, D., Miller, R., Isaac, S. R., & Kosinski-Collins, M. S. (2011). Implementation of a project-based molecular biology laboratory emphasizing protein structure-function relationships in a large introductory biology laboratory course. CBE Life Sciences Education, 10(1), 18U+201324. https://doi.org/10.1187/cbe.10-07-0085Tungkasamit, A. (2019). Pedagogia : jurnal pendidikan. PEDAGOGIA: Jurnal Pendidikan (Vol. 8). https://doi.org/https://doi.org/10.21070/pedagogia.v8i1.1770Uaciquete, A., & Valcke, M. (2018). 12th International Technology, Education and Development Conference (INTED). In Development ad preliminary results of an intervention to increase studentsU+2019 research ccompetences in Mozambique (pp. 3232U+20133238). IATED Academy. Retrieved from https://library.iated.org/view/UACIQUETE2018DEVUsher, E., & Weidner, B. (2018). Sociocultural Influences on Self-efficacy Development. In Big theories revisited 2 (pp. 141U+2013164). Retrieved from https://books.google.be/books?hl=es&lr=&id=7g9bDwAAQBAJ&oi=fnd&pg=PA141&dq=social+persuasion+research+self+efficacy&ots=d-wFRVoWWP&sig=rVVLFXljq4f1BKtcURcwSRIMNYo&redir_esc=y#v=onepage&q=social persuasion research self efficacy&f=falseUsmeldi. (2018a). The effectiveness of research-based physics learning module with predict-observe-explain strategies to improve the studentU+2019s competence. Journal of Physics: Conference Series, 1013(1), 012041. https://doi.org/10.1088/1742-6596/1013/1/012041Usmeldi. (2018b). The effectiveness of research-based physics learning module with predict-observe-explain strategies to improve the studentU+2019s competence. Journal of Physics: Conference Series, 1013, 012041. https://doi.org/10.1088/1742-6596/1013/1/012041Utami, C. W. (2017). Attitude, Subjective Norm, Perceived Behaviour, Entrepreneurship Education and Self Efficacy Toward Entrepreneurial Intention University Student In Indonesia. European Research Studies Journal, 20(24), 475U+2013495. Retrieved from https://dspace.uc.ac.id/handle/123456789/1020van Blankenstein, F. M., Saab, N., van der Rijst, R. M., Danel, M. S., Bakker-van den Berg, A. S., & van den Broek, P. W. (2019). How do self-efficacy beliefs for academic writing and collaboration and intrinsic motivation for academic writing520and research develop during an undergraduate research project? Educational Studies, 45(2), 209U+2013225. https://doi.org/10.1080/03055698.2018.1446326Van den Broeck, A., Vansteenkiste, M., De Witte, H., & Lens, W. (2008). Explaining the relationships between job characteristics, burnout, and engagement: The role of basic psychological need satisfaction. Work & Stress, 22(3), 277U+2013294. https://doi.org/10.1080/02678370802393672van der Rijst, R. (2017). The Transformative Nature of Research-Based Education: A Thematic Overview of the Literature. In Research-Based Learning: Case Studies from Maastricht University (pp. 3U+201322). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-319-50993-8_1Van der Rijst, R. M., Visser-Wijnveen, G. J., Verloop, N., & Van Driel, J. H. (2013). Undergraduate science coursework: teachersU+2019 goal statements and how students experience research. Innovations in Education and Teaching International, 50(2), 178U+2013190. https://doi.org/10.1080/14703297.2012.760872Van Hoof, H., Cueva, A., Fan, A., Cordero, M., & Farfán, A. (2014). Exploring faculty reading and research behaviors in a public and a private university: Case-study Cuenca, Ecuador. Maskana, 5(2), 13U+201327. Retrieved from https://dspace.uib.es/xmlui/handle/11201/149734Vansteenkiste, M., Aelterman, N., De Muynck, G.-J., Haerens, L., Patall, E., & Reeve, J. (2018). Fostering Personal Meaning and Self-relevance: A Self-Determination Theory Perspective on Internalization. The Journal of Experimental Education, 86(1), 30U+201349. https://doi.org/10.1080/00220973.2017.1381067Vásquez, C., & Harvey, J. (2010). Raising teachersU+2019 awareness about corrective feedback through research replication. Language Teaching Research, 14(4), 421U+2013443. https://doi.org/10.1177/1362168810375365Vereijken, M. W. C., van der Rijst, R. M., de Beaufort, A. J., van Driel, J. H., & Dekker, F. W. (2018). Fostering first-year student learning through research integration into teaching: Student perceptions, beliefs about the value of research and student achievement. Innovations in Education and Teaching International, 55(4), 425U+2013432. https://doi.org/10.1080/14703297.2016.1260490Vergara, V., Lagos-Ortiz, K., Aguirre-Munizaga, M., Aviles, M., Medina-Moreira, J., Hidalgo, J., & Muñoz-García, A. (2016). Knowledge-Based Model for Curricular Design in Ecuadorian Universities. In International Conference on Technologies and Innovation. (pp. 14U+201325). Springer, Cham. https://doi.org/10.1007/978-3-319-48024-4_2Vernon, J., Goldberg, D. E., & Wolfe, J. P. (2016). Engaging students in authentic521research in introductory chemistry and biology laboratories. In 123rd ASEE Annual Conference & Exposition, New Orleans, LA (Vol. 2016U+2013June, p. 15023). American Society for Engineering Education.Vincent, C., Riley, B. B., & Wilkie, D. J. (2015). Developing Items to Measure Theory of Planned Behavior Constructs for Opioid Administration for Children: Pilot Testing. Pain Management Nursing : Official Journal of the American Society of Pain Management Nurses, 16(6), 900U+2013909. https://doi.org/10.1016/j.pmn.2015.07.005Vishnumolakala, V., Treagust, D. F., Southam, D., Mocerino, M., & Qureshi, S. (2017). StudentsU+2019 attitudes, self-efficacy and experiences in a modified process-oriented guided inquiry learning undergraduate chemistry classroom. Chemistry Education Research and Practice, 18(2), 340U+2013352. https://doi.org/https://doi.org/10.1039/C6RP00233AVisser-Wijnveen, G. J., Van der Rijst, R. M., & Van Driel, J. H. (2016). A questionnaire to capture studentsU+2019 perceptions of research integration in their courses. Higher Education, 71(4), 473U+2013488. https://doi.org/10.1007/s10734-015-9918-2Wagner, G. E. (2014). Research-Based Learning. In Innovative Strategies for Teaching in the Plant Sciences (pp. 61U+201382). New York, NY: Springer New York. https://doi.org/10.1007/978-1-4939-0422-8_5Walkington, H. (n.d.). Students as researchers: Supporting undergraduate research in the disciplines in higher education itle. Retrieved from https://www.heacademy.ac.uk/system/files/resources/Students as researchers_1.pdfWalkington, H. (2015). Students as researchers: Supporting undergraduate research in the disciplines in higher education. The Higher Education Academy. Retrieved from https://www.heacademy.ac.uk/system/files/resources/Students as researchers_1.pdfWalkington, H., Griffin, A. L., Keys-Mathews, L., Metoyer, S. K., Miller, W. E., Baker, R., & France, D. (2011). Embedding Research-Based Learning Early in the Undergraduate Geography Curriculum. Journal of Geography in Higher Education, 35(3), 315U+2013330. https://doi.org/10.1080/03098265.2011.563377Walkington, H., Hill, J., & Kneale, P. E. (2017). Reciprocal elucidation: a student-led pedagogy in multidisciplinary undergraduate research conferences. Higher Education Research & Development, 36(2), 416U+2013429. https://doi.org/10.1080/07294360.2016.1208155Wallace, D., Lennon, O., King, J., & Doran, P. (2018). The Research-Teaching Nexus as a Curriculum Development Tool in a Graduate Taught Programme. All Ireland522Journal of Higher Education, 10(3).Wallin, P., Adawi, T., & Gold, J. (2017). Linking teaching and research in an undergraduate course and exploring student learning experiences. European Journal of Engineering Education, 42(1), 58U+201374. https://doi.org/10.1080/03043797.2016.1193125Walter, W. (2012). Experience Teaching a Graduate Research Methods Course. In 2012 ASEE Annual Conference & Exposition (p. 25.608.1-25.608.14).Wang, Z., Chen, L., Duan, Y., & Du, J. (2018). Supervisory Mentoring and NewcomersU+2019 Work Engagement: The Mediating Role of Basic Psychological Need Satisfaction. Social Behavior and Personality: An International Journal, 46(10), 1745U+20131760. https://doi.org/10.2224/sbp.7609Wannapiroon, P. (2014). Development of Research-based Blended Learning Model to Enhance Graduate StudentsU+2019 Research Competency and Critical Thinking Skills. Procedia - Social and Behavioral Sciences, 136, 486U+2013490. https://doi.org/10.1016/j.sbspro.2014.05.361Webb-Williams, J. (2018). Science Self-Efficacy in the Primary Classroom: Using Mixed Methods to Investigate Sources of Self-Efficacy. Research in Science Education, 48(5), 939U+2013961. https://doi.org/10.1007/s11165-016-9592-0Wemhoff, A. P. (2014). Enticing undergraduate students to pursue graduate research at an undergraduate- focused institution. In 121st ASEE Annual Conference and Exposition: 360 Degrees of Engineering Education; Indianapolis, IN; United States. American Society for Engineering Education.Wheeler, L., & Bell, R. (2012). Practical ways of implementing inquiry in the chemistry classroom. The Science Teacher, 79(6), 32U+201339.Whittle, S. R. (2019). Maximising the impact: using REF Case Studies to enhance first-year undergraduatesU+2019 appreciation of research integration in their degree. Journal of Biological Education, 1U+201311. https://doi.org/10.1080/00219266.2019.1609547Wiley, E. A., & Stover, N. A. (2014). Immediate Dissemination of Student Discoveries to a Model Organism Database Enhances Classroom-Based Research Experiences. Cell Biology Education, 13(1), 131U+2013138. https://doi.org/10.1187/cbe.13-07-0140Williams, G. C., McGregor, H. A., Sharp, D., Levesque, C., Kouides, R. W., Ryan, R. M., & Deci, E. L. (2006). Testing a self-determination theory intervention for motivating tobacco cessation: Supporting autonomy and competence in a clinical trial. Health Psychology, 25(1), 91U+2013101. https://doi.org/10.1037/0278-6133.25.1.91Willis, D. A., Krueger, P. S., & Kendrick, A. (2013). The Influence of a Research523Experiences for Undergraduates Program on Student Perceptions and Desire to Attend Graduate School. Journal of STEM Education, 14(2), 21U+201328.Willison, J., & OU+2019Regan, K. (2007). Commonly known, commonly not known, totally unknown: a framework for students becoming researchers. Higher Education Research & Development, 26(4), 393U+2013409. https://doi.org/10.1080/07294360701658609Willison, J., & OU+2019Regan, K. (2012). Commonly known, commonly not known, totally unknown: a framework for students becoming researchers. Higher Education Research & Development, 26(4), 393U+2013409. https://doi.org/10.1080/07294360701658609Willison, J., Sabir, F., & Thomas, J. (2016). Shifting dimensions of autonomy in studentsU+2019 research and employment. Higher Education Research & Development, 1U+201314. https://doi.org/10.1080/07294360.2016.1178216Willison, J. W. (2012). When academics integrate research skill development in the curriculum. Higher Education Research & Development, 31(6), 905U+2013919. https://doi.org/10.1080/07294360.2012.658760Wilson, A., Howitt, S., & Higgins, D. (2016). A fundamental misalignment: intended learning and assessment practices in undergraduate science research projects. Assessment & Evaluation in Higher Education, 41(6), 869U+2013884. https://doi.org/10.1080/02602938.2015.1048505Wilson, A., Howitt, S., Roberts, P., Åkerlind, G., & Wilson, K. (2013). Connecting expectations and experiences of students in a research-immersive degree. Studies in Higher Education, 38(10), 1562U+20131576. https://doi.org/10.1080/03075079.2011.633163Winkelmann, K., Baloga, M., Marcinkowski, T., Giannoulis, C., Anquandah, G., & Cohen, P. (2015). Improving StudentsU+2019 Inquiry Skills and Self-Efficacy through Research-Inspired Modules in the General Chemistry Laboratory. Journal of Chemical Education, 92(2), 247U+2013255. https://doi.org/10.1021/ed500218dWood, D. R. (2016). The impact of studentsU+2019 perceived relatedness and competence upon their motivated engagement with learning activities: a self-determination theory perspective. University of Birmingham.Woolf, J. (2017). An Analytical Autoethnographical Account of using Inquiry-Based Learning in a Graduate Research Methods Course. Canadian Journal for the Scholarship of Teaching and Learning, 8(1), 5. Retrieved from https://eric.ed.gov/?id=EJ1134157Xia, J., Caulfield, C., & Ferns, S. (2015). Work-integrated learning: linking research and524teaching for a win-win situation. Studies in Higher Education, 40(9), 1560U+20131572. https://doi.org/10.1080/03075079.2014.882302Yeoman, K., & Zamorski, B. (2008). Investigating the Impact on Skill Development of an Undergraduate Scientific Research Skills Course. Bioscience Education, 11(1), 1U+201314. https://doi.org/10.3108/beej.11.5Yueh-Leun, H., Hung, G., & Ching, G. (2016). Looking into the research-teaching nexus in higher education. In THEIIER International Conference: 2016 International Conference on Social Science and Economics, Tokyo, Japan, 23rd April, 2016 (pp. 35U+201339). Tokyo, Japan.Yusnita, Y., Eriyanti, F., Engkizar, E., Anwar, F., Putri, N. E., Arifin, Z., & Syafril, S. (2018). The Effect of Professional Education and Training for Teachers (PLPG) in Improving Pedagogic Competence and Teacher Performance. Tadris: Jurnal Keguruan Dan Ilmu Tarbiyah, 3(2), 123. https://doi.org/10.24042/tadris.v3i2.2701Zhang, L., & Shin, J.-C. (2015). The researchU+2013teaching nexus among academics from 15 institutions in Beijing, Mainland China. Higher Education, 70(3), 375U+2013394. https://doi.org/10.1007/s10734-014-9836-8Zhang, W., Li, K., Zhang, X., & Chen, L. (2016). Coping self-efficacy of Chinese nursing undergraduates with their research projects. Nurse Education Today, 45, 126U+2013131. https://doi.org/10.1016/J.NEDT.2016.07.003Zhao Weidong, Wu Haifeng, & Wang Anhua. (2009). Research-based teaching in artificial intelligence course. In 2009 4th International Conference on Computer Science & Education (pp. 1756U+20131759). IEEE. https://doi.org/10.1109/ICCSE.2009.5228274Zhu, G., & Singh, C. (2012). Improving studentsU+2019 understanding of quantum measurement. II. Development of research-based learning tools. Physical Review Special Topics - Physics Education Research, 8(1), 010118. https://doi.org/10.1103/PhysRevSTPER.8.010118Zimbardi, K., & Myatt, P. (2014). Embedding undergraduate research experiences within the curriculum: a cross-disciplinary study of the key characteristics guiding iimplementation. Studies in Higher Education, 39(2), 233U+2013250. https://doi.org/10.1080/03075079.2011.651448Zion, M., & Mendelovici, R. (2012). Moving from structured to open inquiry: Challenges and limits. Science Education International, 23(4), 383U+2013399.Zlatkin-Troitschanskaia, O., Pant, H. A., & Coates, H. (2016). Assessing student learning outcomes in higher education: challenges and international perspectives. Assessment & Evaluation in Higher Education, 41(5), 655U+2013661.525https://doi.org/10.1080/02602938.2016.1169501Zydney, A. L., Bennett, J. S., Shahid, A., & Bauer, K. W. (2002). Impact of Undergraduate Research Experience in Engineering. Journal of Engineering Education, 91(2), 151U+2013157. https://doi.org/10.1002/j.2168-9830.2002.tb00687.x
Pagina's: 618 p.
Jaar van publicatie:2020