The purpose of this study was to investigate the relationship between university research culture and research self-efficacy of graduate students of shiraz university and intermediation of ability to academic writing. the research method was a descriptive correlational study. The research sample consisted of 297 graduate students of Shiraz University who were selected by Stratified random sampling method. The research tools included university research culture (Köksal & Razı, 2011), the ability to academic writing (Payne, 2012) and Research self-efficacy (Salehi et al, 2010). After calculating their validity and reliability, they were distributed among the samples and the data were analyzed using descriptive and inferential statistics. Findings showed that the university research culture has a positive and significant effect on the ability to academic writing (β= 0/68, p› 0/001) and research self-efficacy (β= 0/22, p› 0/001). Also, the ability to academic writing has a positive and significant effect on Research self-efficacy (β= 0/52, p› 0/001). Also, the university research culture has an indirect and positive and significant effect on the research self-efficacy (β= 0/35, p› 0/001). Therefore, the indirect impact of the research culture of universities on creating a sense of research self-efficacy is more than their direct impact. Because the existence of research culture can be a factor in the development of the skills and abilities of individuals in the research and writing of scientific texts, this factor increases the feeling of self-efficacy by influencing the attitude of individuals in their capabilities.
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