Ahmad, ZubairRehman, SalihaAmmar, MohammadSultana, Almaas2025-10-062025-10-062025-06-309788413963129https://riunet.upv.es/handle/10251/227533[EN] Undergraduate research fosters critical thinking and independent inquiry, yet many students struggle with engagement due to low confidence, limited recognition, and lack of interest, hindering the development of a strong research identity. This study addresses these challenges by developing and validating the Research Identity Scale (RIS) grounded in Social Cognitive Theory. The RIS assesses three core dimensions: Performance-Competence, Interest, and Recognition. Using a rigorous multi-phase process including item generation, expert review, exploratory factor analysis, and confirmatory factor analysis. Results confirmed strong reliability, validity, and a robust three-factor structure. Findings highlight the interconnected roles of competence, intrinsic motivation, and recognition in shaping research identity. The RIS offers educators and policymakers a tool to assess and support students' research identity development, promoting interventions that enhance engagement and foster belonging. The study emphasizes the need for research-rich environments that cultivate confidence, motivation, and self-recognition in undergraduate researchers.8Reconocimiento - No comercial - Compartir igual (by-nc-sa)Research IdentityScale DevelopmentSocial Cognitive TheoryStructural Equation ModelingComunicación en congreso10.4995/HEAd25.2025.20148Abierto