THE IMPACT OF RESEARCH SELF-EFFICACY ON RESEARCH IDENTITY DEVELOPMENT AND RESEARCH ENGAGEMENT OF DOCTORAL STUDENTS

Abstract

This study explores the relationship between self-efficacy, research identity, and research engagement among doctoral students in public universities. Utilizing the General Self-Efficacy Scale (GSE), Research Identity Scale (RIS), and Research Engagement Scale (RES), the study assesses students' confidence in research, their sense of identity as researchers, and their level of engagement in scholarly activities. The findings reveal a strong positive correlation between self-efficacy and both research identity (r = 0.678, p = 0.002) and research engagement (r = 0.713, p = 0.001). The results suggest that higher self-efficacy is associated with a stronger research identity and greater involvement in research activities.Despite moderate overall levels of self-efficacy, research identity, and engagement, a significant proportion of students report low scores, indicating a need for institutional interventions. The study recommends structured mentorship programs, research workshops, financial incentives, and enhanced supervisor support to foster an academic environment that strengthens students' confidence and participation in research. By implementing these strategies, universities can better equip doctoral students to develop strong research identities and actively engage in academic inquiry.