The benefits associated with regularly engaging undergraduate psychology students in authentic research are widely recognized (Miller et al., 2008) and reflected in the learning goals and graduate attributes/requirements specified by psychology course accreditors worldwide. For example, UK accreditation standards (British Psychological Society, 2017, p. 12) state that students should graduate from an undergraduate psychology course able to demonstrate a range of research skills, and that such skills are best developed via engagement in a diversity of empirical experiences across the duration of the course. In the UK, the last and largest of these experiences is the undergraduate dissertation or research thesis project (Brewer et al., 2012)....
|Journal||Frontiers in Psychology|
|Publication status||Published - 11 Mar 2019|