Influence of Research Training Environment on Research Interest in Graduate Students

Abstract

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.

Factores implicados para realizar o no realizar tesis en estudiantes de psicología

“…De estos factores, el sistema de creencias que un estudiante tiene respecto de sí mismo (en este caso, en el contexto académico), de sus habilidades en relación con la investigación y las ideas que tiene sobre la actividad de investigar, se convierten en un factor central y es el punto medular en el proceso de evaluación que realiza. Se puede observar algunas aproximaciones al respecto en Portocarrero y Bielich (2006) y en estudios sobre autoeficacia (Alegre, 2014;Balloo et al, 2016;Chumwichan, & Siriparp, 2016;Lambie et al 2013;Mohamed, & Nordin, 2013;Reyes & Gutiérrez, 2015).…”

“…Así, se ha encontrado evidencia sobre el papel mediador de la autoeficacia en este tipo de actividades (Alegre, 2014;Balloo, Pauli, & Worrell, 2016;Chumwichan, & Siriparp, 2016;Lambie, Hayes, Griffith, Limbert, & Mullen, 2013;Mohamed, & Nordin, 2013;Reyes & Gutiérrez, 2015); procesos motivacionales, sobre todo intrínsecos (Kozlova, & Atamanova, 2013;Rietveldt, & Vera, 2012); expectativas de los resultados de la investigación (Chumwichan, & Siriparp, 2016); actitudes hacia la investigación (Rietveldt, & Vera, 2012).…”

Factors That Shape University Students’ Attitudes Towards Academic Research

“…According to Chumwichan and Siriparp, 2016, the research training environment does not have any direct impact on research interest in graduate students but has a significant indirect influence. As the sub factors "research curriculum" and "student-faculty mentorship" both are instructional research training environments according to the study (Chumwichan & Siriparp, 2016), they have an indirect effect on students' attitudes toward academic research.…”

“…According to Chumwichan and Siriparp, 2016, the research training environment does not have any direct impact on research interest in graduate students but has a significant indirect influence. As the sub factors "research curriculum" and "student-faculty mentorship" both are instructional research training environments according to the study (Chumwichan & Siriparp, 2016), they have an indirect effect on students' attitudes toward academic research. It is studied that after taking a research course in the second year, students hold more positive attitudes toward research because they develop more positive opinions of the significance of research and better capability of research (Van der Linden et al, 2015).…”

Debating the scientific credibility of industrial and organisational psychology: A rebuttal

“…Furthermore, master's students in psychology perceive the 'dissertation' as nothing more than a barrier withholding them from the internship or Health Professions Council of South Africa (HPCSA) registration (Van Der Westhuizen, 2015). Not only does this affect their attitude towards research, but also fosters active avoidance in, and a devaluation of, the associated analytical techniques, tools and processes needed to become competent sciencepractitioners (Chumwichan & Siriparp, 2016;Köhler & Cortina, 2019). This mindset follows individuals into their chosen careers, where some become practitioners and others stumble into academia (Maree, 2019).…”