Research On Influencing Factors Of Undergraduates’ Scientific Research Learning Gains Based On Students’ Perception

Since the 21st century,undergraduate research has become an important measure for the country to improve the quality of personnel training and cultivate innovativetalents.At present,there are various forms and ways for undergraduates’ scientific research in colleges and universities,but there are still some problems for undergraduates,such as lack of cognition,motivation and participation.This paper will study the influencing factors and mechanism of undergraduates’ scientific research gains from the perspective of students’ perception,which is of great significance and role in improving undergraduates’ scientific research effect.On the basis of a large number of literature studies,this paper sorts out the influencing factors of undergraduates’ scientific research achievements,and through further theoretical research,analyzes the action mechanism and path of these influencing factors on undergraduates’ scientific research gains.On this basis,the initial model of the relationship between the influencing factors of undergraduates’ scientific research gains is constructed.In this paper,the self-report scale of each variable in this study is designed with reference to the existing scale,and the revised formal questionnaire is obtained after pre-investigation.Then,undergraduate students with complete scientific research participation experience in five "double-top" universities are selected as the survey objects,and an empirical study is made on them.The empirical analysis results show that: research self-efficacy,subjective research task value,undergraduate research engagement and perceived teacher support have significant positive effects on undergraduate research gains;Undergraduates’ research engagement plays a masking role in the relationship between research self-efficacy and undergraduates’ research gains.Undergraduates’ engagement in scientific research plays a partial mediating role in the relationship between the value of subjective scientific research tasks and the gains of undergraduates’ scientific research.The perceived teachers’ support plays a positive role in regulating the relationship between undergraduates’ engagement and gains in scientific research.Finally,the data analysis results are explained,and relevant suggestions are put forward from the perspectives of schools,teachers and students.