Early college and dual enrollment initiatives provide students opportunities for college credit courses and increased academic engagement. The purpose of this mixed methods research study was to examine the case of 79 dual-enrolled students in a research methodology course using online surveys and focus groups. Students perceived increased knowledge regarding undergraduate research content, whereas their perceived research usefulness decreased slightly. Likewise, students felt increased comfort with research and expressed perceived benefits but felt anxiety by setting different types of expectations and comparisons. Findings add to the relevant literature by mixing quantitative and qualitative data in this case study to allow for meta-inferences about the dichotomy of being a dual-enrolled student taking research courses, and by suggesting the notion of research capital related to the dynamics of dual enrollment programs in a Southeastern state.

早期大学和双录取计划为学生提供了学习大学学分课程和提高学术参与度的机会。这项混合方法研究的目的是使用在线调查和焦点小组研究研究方法课程中 79 名双录取学生的案例。学生对本科研究内容的了解有所增加，而他们对研究有用性的感知略有下降。同样，学生对研究感到更加舒适并表达了感知到的好处，但通过设定不同类型的期望和比较而感到焦虑。通过在本案例研究中混合定量和定性数据，研究结果增加了相关文献，以允许对双重注册学生参加研究课程的二分法进行元推断，