Factors Influencing Students’ Research Self-Efficacy: A Case Study of University Students in Malaysia

Abstract

Purpose: The main aim of the study was to investigate the relationship between research selfefficacy and the perception of the research training environment, interest in research, research mentoring experience, and research knowledge within a sample of Ph.D. students (N=120) at a local university in Malaysia. Method: Correlation and regression analysis were employed to investigate the impact of research mentoring, research training environment, interest in research and research knowledge on research selfefficacy. Self-reported questionnaires and a research knowledge test were distributed to the Ph.D. students in the university to collect the data.Findings: An apparent correlation was found between research self-efficacy, research training environment, interest in research and research mentoring while research self-efficacy was not correlated with research knowledge. Research training environment and interest in research contributed to 26 percent of the variance of change in research self-efficacy. Implications for research and practice: Conducive environment in the institution fosters higher levels of research self-efficacy and encourage Ph.D. students’ research skills and development. Furthermore, the incorporation of research methodology as a compulsory course in the Ph.D. study serves to improve students’ research interest and knowledge. The selfefficacy theory helps to assist decision making in identifying future researchers in the institution.