TABLE 4.

Students in remote UREs differ in their scientific integration based on their starting levels

Outcome	Parametera	β	SE	z	p
Scientific self-efficacy	Starting level	2.91	0.25	11.64	0.000
	Growth	0.87	0.29	3.03	0.002
	Starting level by program	0.00	0.01	0.34	0.733
	Growth by program	0.00	0.01	0.18	0.859
	Starting level based on prior experience	0.23	0.04	5.37	0.000
	Growth based on prior experience	−0.09	0.05	−1.75	0.081
	Growth based on starting level	−0.44	0.07	−6.12	0.000
Scientific identity	Starting level	3.87	0.24	16.03	0.000
	Growth	0.43	0.24	1.79	0.074
	Starting level by program	0.02	0.01	2.37	0.018
	Growth by program	0.00	0.01	0.05	0.957
	Starting level based on prior experience	0.15	0.04	3.58	0.000
	Growth based on prior experience	−0.08	0.04	−1.81	0.070
	Growth based on starting level	−0.21	0.06	−3.62	0.000
Values alignment	Starting level	5.14	0.21	24.71	0.000
	Growth	−0.26	0.24	−1.13	0.261
	Starting level by program	0.00	0.01	−0.31	0.759
	Growth by program	0.01	0.01	1.38	0.166
	Starting level based on prior experience	0.08	0.03	2.61	0.009
	Growth based on prior experience	0.01	0.03	0.39	0.697
	Growth based on starting level	−0.14	0.04	−3.51	0.000
Graduate school and career intentions	Starting level	3.98	0.19	21.35	0.000
	Growth	0.02	0.17	0.14	0.886
	Starting level by program	0.00	0.01	0.47	0.635
	Growth by program	0.00	0.01	0.05	0.957
	Starting level based on prior experience	0.08	0.03	2.10	0.017
	Growth based on prior experience	0.07	0.03	0.24	0.815
	Growth based on starting level	−0.09	0.03	−2.75	0.006

^aWe interpret the intercept fixed effect (κ₁) as the level at which students started their UREs (starting level); the slope fixed effect (κ₂) as students’ growth from pre- to post-URE (growth); intercept of program and prior research experience variables (β₁) as starting level by program and starting level based on prior experience, respectively; the slope of program and prior research experience variables (β₂) as students’ growth by program and growth based on prior experience, respectively; and the correlation of the random intercept and slope (Φ₂₁) as an indicator of whether students experienced different growth based on starting level on a variable. A positive correlation indicates that students starting at a higher level grew more pre- to post-URE, and a negative correlation indicates that students starting at a higher value grew less. Significant results are bolded.