nach oben

International Journal for Educational and Vocational Guidance

Erschienen in:

03.01.2021

Perceived research environment, motivation, and academic interest in research: a social-cognitive perspective

verfasst von: Dian R. Sawitri, Peter A. Creed

Erschienen in: International Journal for Educational and Vocational Guidance | Ausgabe 3/2021

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config

KI-gestützte Suche

Aus

Abstract

Using social-cognitive career theory as a framework, we investigated whether research self-efficacy and outcome expectations mediated between perceived research environment and research motivation (intrinsic, extrinsic, and failure avoidance) and interest in research. Participants were 290 Indonesian academics (48.8% female; mean age 43 years). Perceived research environment and failure avoidance were related indirectly to interest in research via self-efficacy and outcome expectations, and intrinsic motivation was related both directly and indirectly. Perceived research environment was related indirectly to outcome expectations via self-efficacy; intrinsic motivation and failure avoidance were related both directly and indirectly; and extrinsic motivation was related directly.

Nächster Artikel Factors influencing adaptation from university to employment in Portugal and Brazil

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

über 102.000 Bücher
über 537 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Finance + Banking
Management + Führung
Marketing + Vertrieb
Maschinenbau + Werkstoffe
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 340 Zeitschriften

aus folgenden Fachgebieten:

Bauwesen + Immobilien
Business IT + Informatik
Finance + Banking
Management + Führung
Marketing + Vertrieb
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Ægisdóttir, S., Gerstein, L. H., & Cinarbas, C. D. (2008). Methodological issues in cross-cultural counselling research: Equivalence, bias, and translations. The Counseling Psychologist, 36, 188–219. https://doi.org/10.1177/0011000007305384.CrossRef

Akerlind, G. S. (2008). An academic perspective on research and being a researcher: An integration of the literature. Studies in Higher Education, 33, 17–31. https://doi.org/10.1080/03075070701794775.CrossRef

Atkinson, J. W. (1957). Motivational determinants of risk-taking behavior. Psychological Review, 64, 359–372.CrossRef

Bandura, A. (2000). Exercise of human agency through collective efficacy. Current Directions in Psychological Science, 9, 75–78. https://doi.org/10.1111/1467-8721.00064.CrossRef

Bard, C. C., Bieschke, K. J., Herbert, J. T., & Eberz, A. B. (2000). Predicting research interest among rehabilitation counseling students and faculty. Rehabilitation Counseling Bulletin, 44, 48–55. https://doi.org/10.1177/003435520004400107.CrossRef

Bazeley, P. (2010). Conceptualising research performance. Studies in Higher Education, 35, 889–903. https://doi.org/10.1080/03075070903348404.CrossRef

Bieschke, K. J. (2000). Factor structure of the Research Outcome Expectations Scale. Journal of Career Assessment, 8, 303–313. https://doi.org/10.1177/106907270000800307.CrossRef

Bieschke, K. J., Bishop, R. M., & Herbert, J. T. (1995). Research interest among rehabilitation doctoral students. Rehabilitation Education, 9, 51–66. https://www.springer.com/series/13025.

Bieschke, K. J., Herbery, J. T., & Bard, C. (1998). Using a social cognitive model to explain research productivity among rehabilitation counselor education faculty. Rehabilitation Education, 12, 1–6. https://www.springer.com/series/13025.

Bishop, R. M., & Bieschke, K. J. (1994). Interest in research questionnaire. Unpublished scale, The Pennsylvania State University.

Bishop, R. M., & Bieschke, K. J. (1998). Applying social cognitive theory to interest in research among counseling psychology doctoral students: A path analysis. Journal of Counseling Psychology, 45, 182–187. https://doi.org/10.1037/0022-0167.45.2.182.CrossRef

Chen, Y., Gupta, A., & Hoshower, L. (2006). Factors that motivate business faculty to conduct research: An expectancy theory analysis. Journal of Education for Business, 81, 179–189. https://doi.org/10.3200/JOEB.81.4.179-189.CrossRef

Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Erlbaum.

de Cheveigné, S. (2009). The career paths of women (and men) in French research. Scientometrics, 39, 113–136. https://www.jstor.org/stable/25474627.

Deci, E. L. (1975). Intrinsic motivation. Plenum Press.

Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum Press.

Deemer, E. D., Martens, M. P., & Buboltz, W. C. (2010). Toward a tripartite model of research motivation: Development and initial validation of the Research Motivation Scale. Journal of Career Assessment, 18, 292–309. https://doi.org/10.1177/1069072710364794.CrossRef

Deemer, E. D., Martens, M. P., & Podchaski, E. J. (2007). Counseling psychology students’ interest in research: Examining the contribution of achievement goals. Training and Education in Professional Psychology, 1, 193–203. https://doi.org/10.1037/1931-3918.1.3.193.CrossRef

Deemer, E. D., Martens, M. P., Haase, R. F., & Jome, L. M. (2009). Do mastery approach goals and research outcome expectations mediate the relationship between the research training environment and research interest? Test of a social-cognitive model. Training and Education in Professional Psychology, 3, 250–260. https://doi.org/10.1037/a0017384.CrossRef

Eam, P. (2015). Investigating relationship among research self-efficacy, research outcome expectations, and research interest of Cambodian faculty: Testing social-cognitive theory. International Journal of Sociology of Education, 4, 199–224. https://doi.org/10.17583/rise.2015.1752.CrossRef

Elliot, A. J. (2005). A conceptual history of the achievement goal construct. In A. Elliot, & C. Dweck (Eds.), Handbook of competence and motivation (pp. 52–72). Guilford.

Elliot, A. J., & Sheldon, K. M. (1997). Avoidance achievement motivation: A personal goals analysis. Journal of Personality and Social Psychology, 73, 171–185.CrossRef

Finch, E., Cornwell, P., Ward, E. C., & McPhail, S. M. (2013). Factors influencing research engagement: Research interest, confidence and experience in an Australian speech-language pathology workforce. BMC Health Service Research, 13, 144–154. https://doi.org/10.1186/1472-6963-13-144.CrossRef

Gelso, C. J., Mallinckrodt, B., & Judge, A. B. (1996). Research training environment, attitude toward research, and research self-efficacy: The revised Research Training Environment Scale. The Counseling Psychologist, 24, 304–322. https://doi.org/10.1177/0011000096242010.CrossRef

Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis. A global perspective (7^th ed.). Prentice Hall.

Hau, K.-T., & Marsh, H. W. (2004). The use of item parcels in structural equation modelling: Non-normal data and small sample sizes. British Journal of Mathematical and Statistical Psychology, 57, 327–351. https://doi.org/10.1111/j.2044-8317.2004.tb00142.x.CrossRef

Kahn, J. H. (2001). Predicting the scholarly activity of counseling psychology students: A refinement and extension. Journal of Counseling Psychology, 48, 344–354. https://www.apa.org/pubs/journals/cou/.

Kahn, J. H., & Scott, N. A. (1997). Predictors of research productivity and science-related career goals among counseling psychology doctoral students. The Counseling Psychologist, 25, 38–67. https://doi.org/10.1177/0011000097251005.CrossRef

Kline, R. B. (2011). Principles and practice of structural equation modelling (3^rd ed.). Guildford Press.

Lambie, G. W., & Vaccaro, N. (2011). Doctoral counselor education students’ levels of research self-efficacy, perceptions of the research training environment, and interest in research. Counselor Education and Supervision, 50, 243–258. https://doi.org/10.1002/j.1556-6978.2011.tb00122.x.CrossRef

Lambie, G. W., Hayes, B. G., Griffith, C., Limberg, D., & Mullen, P. R. (2014). An exploratory investigation of the research self-efficacy, interest in research, and research knowledge of Ph.D in Education students. Innovation in Higher Education, 39, 139–153. https://doi.org/10.1007/s10755-013-9264-1.CrossRef

Larson, L. M., Seipel, M. T., Shelley, M. C., Gahn, S. W., Ko, S. Y., Schenkenfelder, M., Rover, D. T., Schmittmann, B., & Heitmann, M. M. (2019). The academic environment and faculty well-being: The role of psychological needs. Journal of Career Assessment, 27, 167–182. https://doi.org/10.1177/1069072717748667.

Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45, 79–122. https://doi.org/10.1006/jvbe.1994.1027.CrossRef

Little, T. D., Cunningham, W. A., Shahar, G., & Widaman, K. F. (2002). To parcel or not to parcel: Exploring the question, weighing the merits. Structural Equation Modeling: A Multidisciplinary Journal, 9, 151–173. https://doi.org/10.1207/s15328007sem0902_1.CrossRef

Mallinckrodt, B., Gelso, C. J., & Royalty, G. M. (1990). Impact of the research training environment and counseling psychology students’ Holland personality type on interest in research. Professional Psychology: Research and Practice, 21, 26–32. https://doi.org/10.1037/0735-7028.21.1.26.CrossRef

Moors, A. C., Malley, J. E., & Stewart, A. J. (2014). My family matters: Gender and perceived support for family commitments and satisfaction in academia among postdocs and faculty in STEMM and non-STEMM fields. Psychology of Women Quarterly, 38, 460–474. https://doi.org/10.1177/0361684314542343.CrossRef

Nguyen, Q., Klopper, C., & Smith, C. (2016). Affordances, barriers, and motivations: Engagement in research activity by academics at the research-oriented university in Vietnam. Open Review of Educational Research, 3, 68–84. https://doi.org/10.1080/23265507.2016.1170627.CrossRef

Pasupathy, R., & Siwatu, K. O. (2013). An investigation of research self-efficacy beliefs and research productivity among faculty members at an emerging research university in the USA. Higher Education Research & Development, 33, 728–741. https://doi.org/10.1080/07294360.2013.863843.CrossRef

Phillips, J. C., & Russell, R. K. (1994). Research self-efficacy, the research training environment, and research productivity among graduate students in counseling psychology. The Counseling Psychologist, 22, 628–641. https://doi.org/10.1177/0011000094224008.CrossRef

Quimbo, M. A. T., & Sulabo, E. C. (2014). Research productivity and its policy implications in higher education institutions. Studies in Higher Education, 39, 1955–1971. https://doi.org/10.1080/03075079.2013.818639.CrossRef

Sawitri, D. R., Creed, P. A., Nurtjahjanti, H., & Prasetyo, A. R. (2020). Development and initial validation of perceived research environment scale for higher education academics. Journal of Psychoeducational Assessment, 38, 195–208. https://doi.org/10.1177/0734282919828892.CrossRef

Shrout, P. E., & Bolger, N. (2002). Mediation in experimental and nonexperimental studies: New procedures and recommendations. Psychological Methods, 7, 422–445. https://doi.org/10.1037//1082-989X.7.4.422.CrossRef

Smith, H., Wright, D., Morgan, S., Dunleavey, J., & Moore, M. (2002). The “research spider”: A simple method of assessing research experience. Primary Health Care Research and Development, 3(3), 139–140. https://doi.org/10.1191/1463423602pc102xx.CrossRef

van Arensbergen, I., van der Weijden, P., & van den Besselaar, P. (2012). Gender differences in scientific productivity: A persisting phenomenon? Scientometrics, 93, 857–868. https://doi.org/10.1007/s11192-012-0712-y.CrossRef

van den Besselaar, P., & Sandström, U. (2016). Gender differences in research performance and its impact on careers: A longitudinal case study. Scientometrics, 106, 143–162. https://doi.org/10.1007/s11192-015-1775-3.CrossRef

Wheelan, K., & Markless, S. (2012). Factors that influence research involvement among registered dietitians working as university faculty: A qualitative interview study. Journal of the Academy of Nutrition and Dietetics, 112, 1021–1028. https://doi.org/10.1016/j.jand.2012.03.002.CrossRef

Titel: Perceived research environment, motivation, and academic interest in research: a social-cognitive perspective
verfasst von: Dian R. Sawitri
Peter A. Creed
Publikationsdatum: 03.01.2021
Verlag: Springer Netherlands
Erschienen in: International Journal for Educational and Vocational Guidance / Ausgabe 3/2021
Print ISSN: 1873-0388
Elektronische ISSN: 1573-1782
DOI: https://doi.org/10.1007/s10775-020-09449-w

Springer Professional

Abstract

Bitte loggen Sie sich ein, um Zugang zu Ihrer Lizenz zu erhalten.

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Wirtschaft"

Weitere Artikel der Ausgabe 3/2021

Understanding Transnational Academic Migration: U.S. Doctorate Recipients’ Choices of Returning to Chinese Academe

Coping with career indecision: the role of courage and future orientation in secondary education students from Greek provincial cities

Family influence on undergraduates’ career choice implementation

Factors influencing adaptation from university to employment in Portugal and Brazil

Correction to: LGB identity and career decision-making self-efficacy among sexual minority college students

A psychometric evaluation of the career transition inventory with Turkish participants

Premium Partner