View in EDS

Maximizing Student Research Engagement: Weighing the Impact of Institutional Support on Perceived Gains and Motivation

Saved in:
Bibliographic Details
Title: Maximizing Student Research Engagement: Weighing the Impact of Institutional Support on Perceived Gains and Motivation
Language: English
Authors: Marianna Lorincz, Mykhailo Povidaichyk
Source: Journal of Teaching and Learning. 2026 20(1):101-118.
Availability: Journal of Teaching and Learning. 401 Sunset Ave. Faculty of Education, University of Windsor, Windsor, Ontario, Canada N9B 3P4. Tel: 519-253-3000 Ext. 4068; e-mail: jtl@uwindsor.ca; Web site: https://ojs.uwindsor.ca/index.php/JTL
Peer Reviewed: Y
Page Count: 18
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Student Research, Student Attitudes, Student Motivation, College Students, College Role, Correlation, Research Skills, Student Experience, Institutional Characteristics, Predictor Variables, Academic Achievement, Foreign Countries, Barriers, Grade Point Average
Geographic Terms: Ukraine
ISSN: 1492-1154
1911-8279
Abstract: Despite its recognition as a high-impact practice, including student research in curricula per se does not guarantee meaningful research experiences or academic gains. Therefore, this study explored how the quality of institutional support affected students' perceptions of gains and motivation associated with research. Using bivariate correlational analyses, ordinal logistic regression, and mediation analyses on self-reported data from 212 university students, evidence of the relationship between institutional support and research outcomes was obtained. Notably, the findings revealed a strong positive correlation between the research experiences offered and self-assessed gains in research skills and motivation. The gain ratings progressed proportionately to the evaluation of research experiences. Institutional support emerged as a key predictor of research skills mediated by motivation. While institutional type and academic achievement were not significantly associated with research skills ratings, students from teacher education institutions scored lower on perceived gains. In all, the findings underscore the importance of providing students with high-quality, accessible research experiences to enhance their academic and professional development.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1494688
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1494688
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1494688
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Maximizing Student Research Engagement: Weighing the Impact of Institutional Support on Perceived Gains and Motivation
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Marianna+Lorincz%22">Marianna Lorincz</searchLink><br /><searchLink fieldCode="AR" term="%22Mykhailo+Povidaichyk%22">Mykhailo Povidaichyk</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Teaching+and+Learning%22"><i>Journal of Teaching and Learning</i></searchLink>. 2026 20(1):101-118.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Journal of Teaching and Learning. 401 Sunset Ave. Faculty of Education, University of Windsor, Windsor, Ontario, Canada N9B 3P4. Tel: 519-253-3000 Ext. 4068; e-mail: jtl@uwindsor.ca; Web site: https://ojs.uwindsor.ca/index.php/JTL
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 18
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Student+Research%22">Student Research</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22College+Role%22">College Role</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Skills%22">Research Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Institutional+Characteristics%22">Institutional Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+Point+Average%22">Grade Point Average</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Ukraine%22">Ukraine</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1492-1154<br />1911-8279
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Despite its recognition as a high-impact practice, including student research in curricula per se does not guarantee meaningful research experiences or academic gains. Therefore, this study explored how the quality of institutional support affected students' perceptions of gains and motivation associated with research. Using bivariate correlational analyses, ordinal logistic regression, and mediation analyses on self-reported data from 212 university students, evidence of the relationship between institutional support and research outcomes was obtained. Notably, the findings revealed a strong positive correlation between the research experiences offered and self-assessed gains in research skills and motivation. The gain ratings progressed proportionately to the evaluation of research experiences. Institutional support emerged as a key predictor of research skills mediated by motivation. While institutional type and academic achievement were not significantly associated with research skills ratings, students from teacher education institutions scored lower on perceived gains. In all, the findings underscore the importance of providing students with high-quality, accessible research experiences to enhance their academic and professional development.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1494688
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1494688
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 101
    Subjects:
      – SubjectFull: Student Research
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: College Role
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Research Skills
        Type: general
      – SubjectFull: Student Experience
        Type: general
      – SubjectFull: Institutional Characteristics
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Grade Point Average
        Type: general
      – SubjectFull: Ukraine
        Type: general
    Titles:
      – TitleFull: Maximizing Student Research Engagement: Weighing the Impact of Institutional Support on Perceived Gains and Motivation
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Marianna Lorincz
      – PersonEntity:
          Name:
            NameFull: Mykhailo Povidaichyk
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 1492-1154
            – Type: issn-electronic
              Value: 1911-8279
          Numbering:
            – Type: volume
              Value: 20
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Journal of Teaching and Learning
              Type: main
ResultId 1