Doctoral Counseling Students’ Quantitative Research Self-Efficacy Development: A Convergent Mixed-Methods Case Study

Research self-efficacy (RSE) is significantly associated with research interest, scholarly productivity, and professional development. It is particularly critical in counselor education, a field centered on improving human well-being and advancing evidence-based practice. However, RSE is often conceptualized primarily as an intrapersonal construct, with its relational and contextual dimensions underexplored. In this study, we examined doctoral counseling students’ quantitative research self-efficacy (QRSE) within the context of a quantitative research course. We employed a convergent mixed-methods case study design to investigate QRSE development over one semester. Four qualitative themes emerged: (a) QRSE is associated with professional development level; (b) QRSE is domain- and topic-specific; (c) QRSE is shaped by curriculum design and instructor characteristics; and (d) QRSE is dynamic and evolving rather than static. Quantitative results demonstrated a fluctuating yet overall upward trend. The qualitative and quantitative findings largely converged, with qualitative data extending beyond the quantitative measures. We propose a preliminary conceptual cubic model representing four interconnected dimensions of QRSE: personal, contextual, relational, and temporal. This study offers an exploratory, multidimensional framework for understanding how these factors may jointly shape QRSE development and provides implications for research training in counselor education.