Assessment of condition perception of educational ‑research environment and academic self‑efficacy

Academic self‑efficacy is the learners’ belief in their abilities in academic process. Perception of the educational‑research environment is one of the effective factors on academic self‑efficacy. The aim of this study was to examine the perception of educational‑research environment and academic self‑efficacy in students of the University of Tehran in 2016.

This cross‑sectional study was done on 385 students of Tehran University of Medical Sciences. Samples were selected through stratified sampling method. Data were collected through questionnaires of perception of educational‑research environment scale 24 and of academic self‑efficacy scale 32 that reliability and validity of that were confirmed. Data analysis was performed using Pearson’s correlation coefficient.

The mean age of participants was 25.31 (standard deviation [SD] = 3.94), and 56.1% of them were female and the rest were male. The mean perception of educational‑research environment was 65.79 (SD = 13.13), and the mean academic self‑efficacy was 107.44 (15.92). The Pearson’s correlation test results showed that there was a statistically significant relationship between perception of educational‑research environment with academic self‑efficacy (P = 0.001, r = 0.180).

There was a significant statistical relationship between perception of educational‑research environment and academic self‑efficacy. Students who have high perception of educational‑research environment are high academic self‑efficacy. Academic self‑efficacy can be improved by improving perception of the educational‑research environment.