Abstract
Research, learning and its teaching are among the important and basic skills and processes for students in post-graduate studies. The present study was conducted with the aim of investigating the relationship between self-efficacy and research performance of students of Shahid Beheshti University of Medical Sciences.
Materials & Methods: The present study was cross-sectional and descriptive-analytical. The statistical population of this study was all students of medical and paramedical faculties of Shahid Beheshti University of Medical Sciences in 1400. 100 students were selected by stratified sampling method and participated in the study. Self-efficacy and research performance questionnaires were used to collect data. Data were analyzed using t-test, ANOVA, Pearson's correlation coefficient in SPSS 23 software.
Results: In this study, 86 people (86%) were girls and 14 people (14%) were boys with an average age of 23.7 years. The mean self-efficacy scores across various fields were as follows: analysis and statistics 34.77 (±8.63), conceptualization 31.54 (±5.53), methodology 30.31 (±57.77), qualitative research 12.81 (±3.24), report 15.83 (±3.81), skill 16.54 (±3.33), ethics 8.79 (±1.90), research performance 0.32 (±0.73), and overall self-efficacy 150.60 (±30.44), and research Performance 0.32 (±0.73). The results of the independent t test showed that there is no significant difference between male and female students in terms of research performance, but there was a significant difference between the average score of research performance according to the scientific degree of the supervisor (P=0.001). There was no significant correlation between the research performance score and the seven domains of self-efficacy (P>0.05).
Conclusion: The findings of this research indicate the need for effective educational interventions to improve research performance, and by selecting supervisors with high academic degrees, students' research performance is improved.
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