Fear not the journey ahead: a narrative inquiry of an Ed.D student’s research self-efficacy

Existing literature has identified various challenges related to Ed.D (Doctor of Education) students’ research self-efficacy, which is closely associated with academic achievement and persistence in doctoral study. Although research self-efficacy has received increasing attention in higher education research, how it develops over time among Ed.D students remains underexplored. Addressing this gap, this study investigates the development of research self-efficacy in an Ed.D student specializing in curriculum and teaching in China through narrative inquiry. Building on prior research, the study examines the student’s lived experiences across a four-year learning and research journey, focusing on the dynamic and multifaceted processes through which research self-efficacy is constructed. Particular attention is given to the interactions among the student, her mentor, classmates, and family, highlighting the relational and contextual nature of research self-efficacy development. The findings illustrate how support systems, personal challenges, and academic demands collectively shape the student’s confidence and competence in conducting research. Methodologically, this study demonstrates the value of narrative inquiry, particularly critical story analysis, for capturing the complexity of research self-efficacy development. The study also offers practical implications for doctoral program design, supervision, and institutional support aimed at enhancing Ed.D students’ research self-efficacy.