Zajic, C. J.; Dolan, E. L.

Course-based undergraduate research experiences (CUREs) can expand undergraduates' access to research and motivate students to stay in science. Yet, little research has examined how CURE instruction shapes student motivation. We leveraged a motivation-related characterization of non-content talk of 48 CURE and non-CURE instructors to predict the motivation-related outcomes of 462 students. We fit a series of multi-level models (MLM) in which we regressed students' post-course scientific self-efficacy, task values, scientific identity, and science-related intentions onto instructors' self-efficacy and task values-related talk, controlling for students' pre-course levels. We also fit an MLM to explore whether instructors' relationship-building talk (immediacy talk) was associated with students' rapport with their instructor. Instructors' self-efficacy talk did not affect students' self-efficacy, and instructors' immediacy talk had a marginally positive but non-significant association with students' rapport ratings. Instructors' task values talk positively influenced students' scientific identity and some but not all of their task values. Instructors' task values talk also positively influenced students' intentions to pursue a science career, but not graduate education or research careers. Collectively, these results suggest that instructors' task values talk may underpin some of the motivational effects of CURE instruction, but that task values talk need not be limited to CUREs.