Abstract

Research self-efficacy represents the adaptation of the social cognitive concept of self-efficacy to the field of academic and scientific research and is one of the best predictors of successfully engaging in research activities. The current meta-analysis focuses on the relationship between research self-efficacy and 14 other relevant variables suggested by Social Cognitive Career Theory and analyzes 85 published and unpublished studies conducted between 1989 and 2020 (n = 17,754, 209 effect sizes). The results indicate large associations between research self-efficacy and interest in research, research identity, intention/goals to pursue a career in research, research productivity, attitudes toward research, research training environment, and working alliance with the advisor, moderate associations with research outcome expectations, Holland’s investigative interests, research anxiety, and research mentoring experiences, as well as a small association with year in doctoral studies. There is no significant relationship between research self-efficacy and two other variables, gender and age of participants. Our findings help educators by showing ways through which to increase research self-efficacy in order to improve research training and career outcomes; the results suggest that effective routes for educators are the selection of students who have investigative vocational interests, an active control of possible research anxieties, development of a strong research-oriented culture in the research group and the development of a mentoring and transformational relationship with their trainees.

摘要

研究自我效能代表自我效能的社会认知概念对学术和科学研究领域的适应性，是成功从事研究活动的最佳预测指标之一。目前的荟萃分析侧重于研究自我效能感与社会认知职业理论建议的 14 个其他相关变量之间的关系，并分析了 1989 年至 2020 年间进行的 85 项已发表和未发表的研究（n = 17,754, 209 个效果大小）。结果表明，研究自我效能感与研究兴趣、研究身份、从事研究职业的意图/目标、研究生产力、对研究的态度、研究培训环境以及与顾问的工作联盟之间存在很大的关联，与研究的适度关联结果预期、Holland 的研究兴趣、研究焦虑和研究指导经验，以及与博士研究年的小关联。研究自我效能感与参与者的性别和年龄这两个其他变量之间没有显着关系。我们的研究结果通过展示提高研究自我效能以改善研究培训和职业成果的方法来帮助教育工作者；