Award Date

5-1-2025

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Psychology, Leadership, and Higher Education

First Committee Member

Lisa Bendixen

Second Committee Member

Jonathan Hilpert

Third Committee Member

Vanessa Vongkulluksn

Fourth Committee Member

Omolola Odejimi

Fifth Committee Member

Jessica DeCuir-Gunby

Sixth Committee Member

Norma Marrun

Number of Pages

236

Abstract

Graduate student research participation and engagement are crucial as they are expected to complete research assignments, successfully finish a thesis/dissertation as a prerequisite for graduation, and engage in research dissemination. Unfortunately, literature on how students develop a researcher’s identity and self-efficacy is scarce. For diverse students, there may be a disconnect between their research interests and intents and the expectations of academia. In addition, there may be a cultural mismatch between students’ cultures and those of the research community. This multiphase critical mixed methods research (CMMR) study uses critical inquiry and reflexivity throughout the research process to (a) explore how diverse students define and conceptualize researcher identity (RI); (b) use participants’ insights to inform the development of a comprehensive graduate RI (C-GRIS) instrument; and (c) to examine the relationship between RI and research self-efficacy. Findings reveal that RI is a multidimensional construct of belonging, interest, recognition, performance and competence, positionality, and impact & societal change. Qualitative narratives provide context to the paradoxical negative significant relationship between research interest and research self-efficacy. Understanding these relationships can have significant implications that can lead to greater research productivity, a more robust academic community, and equitable educational outcomes that lead to student achievement and success both in their graduate programs and postgraduation.

Keywords

Critical Mixed Methods; Mixed Methods; Researcher Identity; Self-efficacy

Disciplines

Educational Psychology | Quantitative Psychology | Sociology

File Format

pdf

File Size

4200 KB

Degree Grantor

University of Nevada, Las Vegas

Language

English

Rights

IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/

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Available for download on Monday, May 15, 2028


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