Abstract:
A research-oriented environment in universities and higher education institutions plays an important role in achieving the research goals of higher education; in such a way that if its quality is high, graduate students, while interacting effectively with their supervisors, will also have a high sense of efficacy in research. The main objective of the present article is to present and test an explanatory model of research self-efficacy for graduate students in humanities fields in a research-oriented environment. The research method, in terms of objective, is applied, and in terms of data collection method, is descriptive of the correlational type, which specifically used structural equation modeling. The research population consists of all graduate students in humanities fields in universities of the western part of the country (Ilam, Kermanshah, Khorramabad, Kurdistan) in the year 1395, where 482 individuals were selected as a sample using proportional stratified sampling. Data were collected using three valid and reliable standard tools, and SPSS and LISREL software were used to test the research model. The results indicate that there is a statistically significant relationship between the research variables. The highest correlation coefficient was calculated between the research-oriented environment and the quality of professor-student interaction (r=0.61) and the lowest coefficient between the research-oriented environment and research self-efficacy (r=0.17). Path analysis results show that the research-oriented environment has a positive and significant effect on research self-efficacy (β=0.38) and the quality of professor-student interaction (β=0.57), and also through the variable of professor-student interaction quality, it has a significant indirect effect on research self-efficacy (β=0.21). The results indicate a difference in the hypothesized model among the studied universities.
Machine summary:
Presentation and testing of a model explaining the research self-efficacy of students in humanities disciplines in a research-oriented space and environment; Case study, universities in the western part of the country Ali Yasini 1 Mohammad Taban 2 Received: 2016.
Keywords: Research-oriented space and environment, research self-efficacy, quality of instructor-student interaction Assistant Professor of Educational Management, Faculty of Literature and Humanities, University of Ilam, Iran (Corresponding Author).
Research-oriented environments and professor-student quality are among the most important factors in creating research self-efficacy and improving research performance (Gao and Harrison2, 2008; Teo3 et al.
Studies conducted on the above variables have not been simultaneous and within a single model, but rather each has studied and investigated the variables separately, and fewer studies have investigated the simultaneous role of the variables; therefore, the question is whether the proposed model of the present article (Figure No. 1) can be introduced as a causal model of the effect of the research-oriented space and environment on the quality of supervisor-student interaction and the research self-efficacy of graduate students?
Accordingly, this article intends to provide, through testing the proposed model, a research backbone (Page 4) for supporting the research-oriented environment of universities and its impact on the quality of professor- student interaction and the research self-efficacy of students, and in this way, make the perspectives on these important variables more sensitive and analytical.
The fitted models for the 4 universities under study clearly show that all direct paths from the research-oriented space and environment to research self-efficacy and student-supervisor interaction are statistically significant.
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