Assessment of Research Self-Efficacy: Implications to Building Foundation of Early-Career Researcher Motivation and Research-Based Pedagogical Practices

Research self-efficacy plays a crucial role in enhancing motivation to carry out research tasks and in building the foundation for research-based pedagogical practices, thereby underscoring the fundamental need to investigate the concept.This study aimed to explore the underlying dimensions of research self-efficacy and to establish the reliability and validity of the Research Self-Efficacy Scale (RSES).The study employed a quantitative approach, utilizing a relational research model.This model utilized exploratory factor analysis using principal component analysis, (PCA) followed by partial least squares structural equation modeling (PLS-SEM) through confirmatory composite analysis (CCA).In total, 189 students at state universities and colleges (SUCs) participated.The twenty-item revised RSES measures four components or constructs: efficacy in research background, methods and statistics (ERBMS); efficacy in research reporting (ERP); efficacy in research stakeholders (ERS); and efficacy in research problem, data, and materials (ERPDM)-a reliable and valid measure of research self-efficacy.The assessment of the concept of research self-efficacy offers baseline information that serves as the foundation for enhancing early-career researchers' motivation and implementing research-based pedagogical practices.The assessment tool facilitates the collection of evidence needed to plan for designing programs aimed at improving self-efficacy and motivation to engage in research activities, thereby supporting research-based training and professional development of early-career researchers.