In undergraduate research experiences, student development of an identity asa scientist is coupled to their sense of ownership of their research projects.As a a first step towards studying similar connections in physics laboratorycourses, we investigate student ownership of projects in a lasers-basedupper-division course. Students spent the final seven weeks of the semesterworking in groups on final projects of their choosing. Using data from theProject Ownership Survey and weekly student reflections, we investigate studentownership as it relates to students' personal agency, self-efficacy, peerinteractions, and complex affective responses to challenges and successes. Wepresent evidence of students' project ownership in an upper-division physicslab. Additionally, we find that there is a complex relationship between studentaffect and their sense of ownership.
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