1- Department of Educational Governance and Human Resources, BA.C.,Islamic Azad University, Bandar Abbas, Iran
2- Department of Educational Governance and Human Resources, BA.C.,Islamic Azad University, Bandar Abbas, Iran ,nami2025@iau.ac.ir
3- Department of Educational sciences ,Farhangian University, P.O.Box14665-889, Tehran, Iran
2- Department of Educational Governance and Human Resources, BA.C.,Islamic Azad University, Bandar Abbas, Iran ,
3- Department of Educational sciences ,Farhangian University, P.O.Box14665-889, Tehran, Iran
Abstract: (17 Views)
Objective: This study aimed to develop a model of research self-efficacy among graduate students at Islamic Azad University in Hormozgan Province.
Methods: The study was applied in purpose and employed an exploratory mixed-methods descriptive design. In the qualitative phase, the population consisted of faculty members and research vice chancellors from universities in Hormozgan Province who had experience teaching research methodology and supervising or evaluating master’s theses and doctoral dissertations. Using purposive sampling, 20 participants were selected for semi-structured interviews until theoretical saturation was achieved. Qualitative data were analyzed using open, axial, and selective coding. In the quantitative phase, the population included 4,731 graduate students, from whom a sample of 356 was selected through simple random sampling based on Cochran’s formula. Data were collected using a researcher-developed questionnaire derived from qualitative findings. The questionnaire demonstrated acceptable construct validity, and its reliability coefficient was 0.969. Quantitative data were analyzed using confirmatory factor analysis and structural equation modeling with SPSS 26 and LISREL 8.70.
Results: Qualitative findings identified six main components of research self-efficacy: methodological competence, process-oriented competence, communication competence, research attitudes and motivation, disciplinary knowledge competence, and scientific credibility and acceptance. Quantitative results indicated that the proposed model demonstrated acceptable goodness-of-fit indices, confirming the validity of the research self-efficacy model.
Conclusions: The validated model provides a scientific and practical framework for designing university policies and programs aimed at enhancing research self-efficacy among graduate students.
Methods: The study was applied in purpose and employed an exploratory mixed-methods descriptive design. In the qualitative phase, the population consisted of faculty members and research vice chancellors from universities in Hormozgan Province who had experience teaching research methodology and supervising or evaluating master’s theses and doctoral dissertations. Using purposive sampling, 20 participants were selected for semi-structured interviews until theoretical saturation was achieved. Qualitative data were analyzed using open, axial, and selective coding. In the quantitative phase, the population included 4,731 graduate students, from whom a sample of 356 was selected through simple random sampling based on Cochran’s formula. Data were collected using a researcher-developed questionnaire derived from qualitative findings. The questionnaire demonstrated acceptable construct validity, and its reliability coefficient was 0.969. Quantitative data were analyzed using confirmatory factor analysis and structural equation modeling with SPSS 26 and LISREL 8.70.
Results: Qualitative findings identified six main components of research self-efficacy: methodological competence, process-oriented competence, communication competence, research attitudes and motivation, disciplinary knowledge competence, and scientific credibility and acceptance. Quantitative results indicated that the proposed model demonstrated acceptable goodness-of-fit indices, confirming the validity of the research self-efficacy model.
Conclusions: The validated model provides a scientific and practical framework for designing university policies and programs aimed at enhancing research self-efficacy among graduate students.
Type of Study: Original |
Subject:
Educational Psychology
Received: 2025/08/20 | Accepted: 2025/11/29
Received: 2025/08/20 | Accepted: 2025/11/29
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