Presenting an explanatory Model of Student's Research Self-Efficacy in Research-Oriented Environment

Research-oriented environments in universities and higher education institutions play an important role in achieving the goals of research in higher education so that it can be expected that if graduate students interact effectively with supervisors, they will have a high sense of efficacy. The main purpose of this study was to present an explanatory model of students’ research self-efficacy in research oriented environments. In this model, the relationship between research-oriented environments, quality of student-supervisor interactions and research self-efficacy was investigated. In terms of the objectives, the research method was of the applied type and regarding collecting data it was descriptive. M.A and PhD graduate students of public universities of western Iran (Ilam, Razi, Luristan, and Kurdistan) constituted the population of the study, of whom 482 students were selected through stratification sampling method. To collect the data, three valid and reliable questionnaires were used. The data was analyzed using path analysis, and the correlation test showed that there is a significant relationship between research-oriented environments (r=0.61), quality of student-supervisor interaction (r=0.57) and research self-efficacy (r=0.38). The results indicate that the hypothesized model has complete fit with the observed data. In this model, the direct effect of research training environments on the quality of student-supervisor interaction and research self-efficacy and also their indirect effect on research self-efficacy were significant in a positive way.