چکیده:
The present research was conducted with the aim of evaluating research self-efficacy in students and examining their strengths and weaknesses in this area. The research method was evaluative, and factor analysis was used to construct the questionnaire. The sample included 300 graduate students from Ferdowsi University of Mashhad, selected from six faculties using quota sampling. The research tools were the Research Self-Efficacy (RSE) questionnaire by Bischeck, Be Shap, and Garcia, and the Interest in Research Execution (IRQ) questionnaire by Bischeck and Be Shap, which were administered simultaneously. Content validity was confirmed using expert opinions, and construct validity was confirmed using factor analysis. Exploratory factor analysis results using principal component analysis showed that four factors are extractable, explaining 65.0% of the variance in research self-efficacy. The finding related to convergent validity showed a correlation coefficient of 0.44 between the Research Self-Efficacy questionnaire and interest in research execution. Internal consistency showed high alpha coefficients for both general research self-efficacy (0.97) and for the factors (from 0.75 to 0.95). Evaluation results of the research self-efficacy components showed that students have moderate ability in some skills such as overall research self-efficacy score, performing initial research tasks, and the ability to cooperate in research, and high ability in the skills of research execution ability and the ability to analyze and present research results. Additionally, a significant difference was observed between the research self-efficacy components of students. There were significant differences among students of different faculties in terms of the ability to perform initial research tasks, executing research, and the ability to analyze and present research results. It is necessary to implement policies and training regarding the improvement of skills such as cooperation in research and performing initial research tasks. Furthermore, it is recommended to use the validated research self-efficacy scale to measure the level of research self-efficacy in students.
خلاصه ماشینی:
Recent studies have shown that several factors play a role in pursuing and performing research activities, which include the educational-research environment, personal variables, and socio-cognitive variables such as research self-efficacy 4 and research outcome expectation 5 (Eberz & Herbert, 2000; Bard, Bieschke).
Research self-efficacy, which indicates the degree of individuals' confidence in their abilities to complete a research task, leads to the pursuit of research professions (Bakken, Betz & Mullikin, 2007) and this concept is useful for predicting the level of interest of graduate students in conducting research and the extent of their research productivity in the future, as well as for understanding to what extent educational programs are focused on increasing students' interest in conducting research and their research productivity (Hesson-McInnis & Forester, Kahn, 2004; Holden, Holden et al.
Given the integration of education and research, the graduate studies period is considered an important source for knowledge production to improve the country's scientific rank at the global level; therefore, assessing the level of students' perception of their ability to conduct research has undeniable importance (Faely, Pezeshki Rad, Chizari, 2006).
To understand whether there is a significant difference between the research self-efficacy components among students, 12 a one-group repeated measures analysis of variance test was used; the results related to Pillai's Trace test showed that there is a significant difference between the linear combination of the four variables (F(3, 297) = 29.
Forester et al) which was conducted with a sample of 1004 American graduate students to validate research self-efficacy tools, the alpha coefficient of this questionnaire was reported as 0.
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