"Hey, I Can Do This!" The Benefits of Conducting Undergraduate Psychology Research for Young Adult Development

Autor/inn/en	Searight, H. Russell; Ratwik, Susan; Smith, Todd
Titel	"Hey, I Can Do This!" The Benefits of Conducting Undergraduate Psychology Research for Young Adult Development
Quelle	In: InSight: A Journal of Scholarly Teaching, 5 (2010), S.106-114 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1933-4850
Schlagwörter	Grounded Theory; Adult Development; Student Attitudes; Research Projects; Focus Groups; Young Adults; Program Effectiveness; Psychology; Interviews; Learning Experience; Student Research; Student Development; Participant Satisfaction; Undergraduate Students + Suchen Sie Ihr Suchwort? Erwachsenwerden; Schülerverhalten; Forschungsvorhaben; Young adult; Junger Erwachsener; Psychologie; Interviewing; Interviewtechnik; Lernerfahrung; Studentenforschung
Abstract	Many undergraduate programs require students to complete an independent research project in their major field prior to graduation. These projects are typically described as opportunities for integration of coursework and a direct application of the methods of inquiry specific to a particular discipline. Evaluations of curricular projects have usually found that they positively impact students' knowledge and skills in that discipline. However, little attention has been devoted to the impact that these projects have on broader aspects of psychosocial development. The current study describes the results of a focus group conducted with students who had recently completed their senior research project in psychology. Results of the focus group interview were transcribed and coded according to grounded theory principles. Five developmentally-specific categories emerged from the analysis. These included a greater sense of competence attributed to completing a large-scale project, an experience of being in a professional role relative to research participants as well as to the audience presented with their study results, and a sense of ownership and pride in completing their project. Universities that either require or are contemplating requiring senior projects should consider these broader benefits to young adult development. (Contains 1 figure.) (As Provided).
Anmerkungen	Park University, Center for Excellence in Teaching and Learning. 8700 NW River Park Drive, Parkville, MO 64152. Tel: 816-584-6770; Fax: 308-224-3493; e-mail: cetl@park.edu; Web site: http://www.insightjournal.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10