Abstract

In the spring of 2016, university students with little to no research experience volunteered to assist with surveying for a larger project on college success. Volunteers discussed their field experiences through written statements and semistructured interviews. Eighty log sheets and 14 in-depth interviews serve as the qualitative data for this study. We followed Braun and Clarke’s (2006) Thematic Analysis approach and reviewed the log sheets for key themes. Based on the initial analysis, semistructured standpoint interviews with student volunteers explored the development of a nascent research-based identity. Findings suggest that students’ research-based identity construction was a process that moved from low role-efficacy to emerging role-efficacy through the use of benchmarking and justification strategies that helped overcome negative emotions surrounding an initial sense of low role-efficacy with survey research tasks. We discuss how identity construction unfolded over time and suggest implications for this research.

摘要

2016年春季，几乎没有研究经验或没有研究经验的大学生自愿参加了一项有关大学成功的大型项目的调查。志愿者通过书面陈述和半结构化访谈来讨论他们的现场经验。八十份记录纸和十四次深入访谈是本研究的定性数据。我们遵循了Braun和Clarke（2006）的主题分析方法，并回顾了日志表中的关键主题。在初步分析的基础上，与学生志愿者进行的半结构化立场访谈探讨了基于研究的新生身份的发展。研究结果表明，学生的基于研究的身份建构是一个过程，它通过使用基准测试和合理化策略从低的角色效能转变为新兴的角色效能，这有助于克服调查研究最初围绕低角色效能的负面情绪任务。我们讨论身份构建如何随着时间的发展而发展，并提出对本研究的启示。