Graduate Students' Confidence Level and Dimensions of Anxiety in Doing Empirical Studies in the 21st Century: a Convergent-Parallel Exploration

Objective: This study investigates the relationship between graduate students' confidence in conducting empirical research and their research-related anxiety. It aims to examine how anxiety affects research productivity and academic progression in a research-intensive institution in Northern Luzon, Philippines. Theoretical Framework: Anchored in research self-efficacy theory (Bandura, 1997) and academic anxiety theories (Zeidner, 1991), this study explores how confidence and anxiety interact in the research process, influencing motivation, persistence, and research performance. Method: A convergent-parallel mixed methods design was employed. Quantitative data were collected from 495 graduate students via a validated survey, while qualitative insights were derived from in-depth interviews and focus group discussions with 28 participants. Statistical analyses examined confidence variations, while thematic analysis explored anxiety-related challenges. Results and Discussion: Findings indicate that while students report high confidence in research competencies, they experience anxiety linked to methodological uncertainty, lack of mentorship, time constraints, fear of criticism, and perfectionism. Statistical analysis shows that confidence varies by research experience but not by demographic factors. Thematic findings highlight institutional and psychological barriers that exacerbate anxiety. Research Implications: This study underscores the need for structured research training, mentorship, and institutional support to bridge the gap between perceived and actual research efficacy. Originality/Value: By challenging the assumption that confidence equates to competence, this study provides insights into managing research anxiety and enhancing graduate students’ research preparedness.