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An Exploratory Investigation of the Research Self-Efficacy, Interest in Research, and Research Knowledge of Ph.D. in Education Students

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Abstract

Faculty members in higher education are called to be effective researchers; however, there is limited research examining the research development of Ph.D. students. The cross-sectional, correlational investigation we report here examined levels of research self-efficacy, interest in research, and research knowledge of Ph.D. in education students (N = 67). Higher levels of research self-efficacy scores were predictive of higher interest in research and research knowledge. In addition, the students who engaged in research activities, including publishing manuscripts, scored higher in research self-efficacy than those not engaged in the publication process. Implications for doctoral student educators and higher education are discussed.

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Authors and Affiliations

  1. Dept. of Educational & Human Sciences, University of Central Florida, P.O. Box 161250, Orlando, FL, 32816, USA

    Glenn W. Lambie

  2. Dept. of Child, Family, & Community Sciences, University of Central Florida, 4000 Central Florida Blvd, Orlando, FL, 32816, USA

    Glenn W. Lambie, B. Grant Hayes, Catherine Griffith & Patrick R. Mullen

  3. Dept. of Psychology, Counseling & Special Education, Texas A&M University-Commerce, 2600 South Neal Street, Commerce, TX, 75428, USA

    Dodie Limberg

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  1. Glenn W. Lambie
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  2. B. Grant Hayes
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  3. Catherine Griffith
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  4. Dodie Limberg
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  5. Patrick R. Mullen
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Correspondence to Glenn W. Lambie.

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Lambie, G.W., Hayes, B.G., Griffith, C. et al. An Exploratory Investigation of the Research Self-Efficacy, Interest in Research, and Research Knowledge of Ph.D. in Education Students. Innov High Educ 39, 139–153 (2014). https://doi.org/10.1007/s10755-013-9264-1

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