TY - JOUR
T1 - The relationship between research self-efficacy and other research constructs
T2 - Synthesizing evidence and developing policy implications through meta-analysis
AU - Jang, Deok Ho
AU - Shin, In Soo
PY - 2011
Y1 - 2011
N2 - This meta-analysis synthesizes the strength of the relationship between research self-efficacy and other research constructs. To implement a logically sound metaanalysis, three new research constructs, research disposition, research outcome, and research support were developed, building on the similar efforts of previous studies. Subgroup analyses based on several categorical variables, such as publication status, level of researcher, field of study and instrument were also conducted to determine the effects of research self-efficacy. Twenty nine effect sizes from 14 studies produced average effect sizes of research self-efficacy with research disposition, research outcome, and research support of 0.36, 0.38 and 0.24, respectively. The overall results with subgroup analyses suggest that early provision of experience and formation of interest in research are more important than the provision of research support program and activities, with the exception of research education. The highest effect size, research outcome, may help settle contradicting findings from previous studies regarding similar sub-constructs.
AB - This meta-analysis synthesizes the strength of the relationship between research self-efficacy and other research constructs. To implement a logically sound metaanalysis, three new research constructs, research disposition, research outcome, and research support were developed, building on the similar efforts of previous studies. Subgroup analyses based on several categorical variables, such as publication status, level of researcher, field of study and instrument were also conducted to determine the effects of research self-efficacy. Twenty nine effect sizes from 14 studies produced average effect sizes of research self-efficacy with research disposition, research outcome, and research support of 0.36, 0.38 and 0.24, respectively. The overall results with subgroup analyses suggest that early provision of experience and formation of interest in research are more important than the provision of research support program and activities, with the exception of research education. The highest effect size, research outcome, may help settle contradicting findings from previous studies regarding similar sub-constructs.
KW - Meta-analysis
KW - Research disposition
KW - Research outcome
KW - Research self-efficacy
KW - Research support
UR - http://www.scopus.com/inward/record.url?scp=84856610111&partnerID=8YFLogxK
M3 - Article
AN - SCOPUS:84856610111
SN - 1739-4341
VL - 8
SP - 278
EP - 301
JO - KEDI Journal of Educational Policy
JF - KEDI Journal of Educational Policy
IS - 2
ER -