Evidence map›Paper›PMID 41529193›Full record

ArticleCBE life sciences education2026

Could Instructor Talk Drive CURE Effectiveness? A Comparative Study of Instructor Talk in Introductory Lab Courses.

Christopher James Zajic, Kelly Subramanian, Arnav Adulla, Zarae Allen, Meghan B Blitchington, Avery Brotzman, Edward Carrillo, Jheel Dhruv, Taliyah Evans, Sabrina Haider and 20 more

Abstract readComparative Study
PubMed Full text at PMC Publisher
In one paragraph

Article in CBE life sciences education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.

0numbers the graph read from it
0cells of the map it votes in
2citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

2 citing papers in PubMed.

  1. Article
  2. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

30 authors.

Christopher James ZajicDepartment of Biochemistry and Molecular Biology, University of Georgia, Athens GA 30602.
Kelly SubramanianUniversity of California Davis, Davis, CA 95616.
Arnav AdullaDepartment of Biochemistry and Molecular Biology, University of Georgia, Athens GA 30602.
Zarae AllenDepartment of Biochemistry and Molecular Biology, University of Georgia, Athens GA 30602.
Meghan B BlitchingtonDepartment of Biochemistry and Molecular Biology, University of Georgia, Athens GA 30602.
Avery BrotzmanDepartment of Biochemistry and Molecular Biology, University of Georgia, Athens GA 30602.
Edward CarrilloUniversity of Texas El Paso, El Paso, TX 79968.
Jheel DhruvDepartment of Biochemistry and Molecular Biology, University of Georgia, Athens GA 30602.
Taliyah EvansHaverford College, Haverford, PA 19041.
Sabrina HaiderDepartment of Biochemistry and Molecular Biology, University of Georgia, Athens GA 30602.
Sehee Ashley HanDepartment of Biochemistry and Molecular Biology, University of Georgia, Athens GA 30602.
Leighton HiltonDepartment of Biochemistry and Molecular Biology, University of Georgia, Athens GA 30602.
Katie HollidayDepartment of Biochemistry and Molecular Biology, University of Georgia, Athens GA 30602.
Ethan KeairnesDepartment of Biochemistry and Molecular Biology, University of Georgia, Athens GA 30602.
Joon KumDepartment of Biochemistry and Molecular Biology, University of Georgia, Athens GA 30602.
William Nathan LantzDepartment of Biochemistry and Molecular Biology, University of Georgia, Athens GA 30602.
Joel MartinDepartment of Biochemistry and Molecular Biology, University of Georgia, Athens GA 30602.
Victoria A MartinDepartment of Biochemistry and Molecular Biology, University of Georgia, Athens GA 30602.
Matthew Pierce-TomlinDepartment of Biochemistry and Molecular Biology, University of Georgia, Athens GA 30602.
Mallory J PlunkettDepartment of Biochemistry and Molecular Biology, University of Georgia, Athens GA 30602.
Cheryl S SamDepartment of Biochemistry and Molecular Biology, University of Georgia, Athens GA 30602.
Fama SarrDepartment of Biochemistry and Molecular Biology, University of Georgia, Athens GA 30602.
Amanda ShroyerUniversity of North Carolina at Chapel Hill, Chapel Hill, NC 28223.
Caitlin TuckerDepartment of Biochemistry and Molecular Biology, University of Georgia, Athens GA 30602.
Kenneth WaltonDepartment of Biochemistry and Molecular Biology, University of Georgia, Athens GA 30602.
Madison A WestDepartment of Biochemistry and Molecular Biology, University of Georgia, Athens GA 30602.
Elizabeth WolfsonDepartment of Biochemistry and Molecular Biology, University of Georgia, Athens GA 30602.
Brandon YoonDepartment of Biochemistry and Molecular Biology, University of Georgia, Athens GA 30602.
Koleas ZumbroDepartment of Biochemistry and Molecular Biology, University of Georgia, Athens GA 30602.
Erin L DolanDepartment of Biochemistry and Molecular Biology, University of Georgia, Athens GA 30602.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Course-based undergraduate research experiences (CUREs) are thought to enhance students' motivation to continue in college, in science, and in research. Yet, how CUREs enhance student motivation is largely undefined. Theories of instructor immediacy, self-efficacy, and task values suggest that CURE instructors may talk in ways that influence students' motivational beliefs. To set the stage for testing this hypothesis, we characterized the non-content-related talk of instructors teaching 48 introductory biology lab courses, half CUREs and half non-CUREs. We identified 14 types of instructor talk that fit these theoretical perspectives: fostering students' closeness with their instructor (i.e., immediacy talk), building students' confidence in their scientific abilities (i.e., self-efficacy talk), and promoting students' sense of worth in their work (i.e., task value talk). Course type had a medium effect on talk type, with CURE instructors utilizing more immediacy, self-efficacy, and task values talk than non-CURE instructors, but also showing more variation in these types of talk. Our results suggest that motivation-related instructor talk is more prevalent in CUREs than in non-CUREs, but wide variation in CURE instructor talk indicates additional investigation is needed before non-content talk can be considered a mechanism for the motivational influences of CUREs.

Indexed as

BiologyCurriculumFacultyLaboratoriesResearchTeachingHumansMotivationSelf EfficacyStudents

Identifiers

PMID41529193
PMCPMC12930262

What OpenQuestion holds

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LicenceCC BY-NC-SA
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.