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Research training environment (RTE) has long standing in the psychological field, which improved the research interest in students, yet the study of RTE in the educational field still limited. Was the RTE model with the research training environment and research interest mediated by research outcome expectations and research self-efficacy fitted to the data well? The present study were 1) to develop and validate a causal model of RTE and 2) to test the mediating effects of research outcome expectations and research self-efficacy between research training environment and research interest. The questionnaire were translated and adapted from previous studies. Samples of the study consisted of 141 graduate students in the faculty of education, a national research university of Thailand. Structural equation modeling with maximum likelihood estimation was used to validate the research training environment model. Various tests were employed to examine the indirect effects in the model. The model was fitted to the data well (chi square = 24.292, df = 19, p = 0.185, CFI = 0.989, TLI = 0.978, RMR = 0.042, RMSEA = 0.045). Indirect effect testings indicated that research self-efficacy and research outcome expectations mediated the relationship between the research training environment and research interest. Even though the research training environment has no direct effect on research interest, it still is an important factor in the way of developing an interest of graduate students in the educational field as well as psychological related field. Besides, research training environment is such a practical factor that appropriate intervention can be developed.

This study aimed to explore and validate the factor structure of creative self-efficacy scale. Confirmatory factor analysis was used to assess the factor structure of the five-factor creative self-efficacy. A total of 105 undergraduate students (34 male and 71female) completed this 25-items creative self-efficacy scale. The results showed that single latent factor structure was acceptable fitted. The highest and lowest loadings were working style and tolerance of ambiguity, respectively. The reliability estimate of the five factors (idea generation, concentration, independence, tolerance of ambiguity, and working style) were 0.42, 0.55, 0.71, 0.32 and 0.73. The most important factor was working style followed by independence, concentration, idea generation and tolerance of ambiguity.

Multilevel confirmatory factor analysis was used to assess the factor structure of the six-factor student well-being scale at between- and within-class levels. A total of 2,707 Matthayom 4-6 students (equivalent to grades 10-12) from 71 classrooms (785 male and 1,922 female) completed this 54-items student well-being scale. Results showed that a single latent factor structure was acceptable fitted at between and within class levels. The reliability estimates of the six factors (Positive attitudes and emotions towards school, Enjoyment in school, Positive academic self-concept, (Absence of) Social problems in school, (Absence of) School worries, and (Absence of) Physical complaints) were 0.73, 0.38, 0.22, 0.13, 0.14, and 0.02, respectively, at the student level, whereas these estimates were 0.39, 0.44, 0.48, 0.61, 0.65, and 0.82, respectively, at the classroom level.