The role of academic motivation, course satisfaction, and advisory relationship on research self-efficacy beliefs of graduate students

2021-10
Bayar, Ekin
The aim of the study was to investigate the role of academic status, phase of the study, career plan, autonomous motivation, controlled motivation, course satisfaction, and advisory relationship in graduate students’ research self-efficacy. Data were collected from 403 master and doctoral students from Social or Educational Sciences Institutes utilizing the Motivation for PhD Studies (MPhD), Course Satisfaction, the Rapport subscale of Advisory Working Alliance – Student (AWAI-S), and Self-Efficacy Scales. Hierarchical regression analysis was conducted in which academic status, phase of the study, and career plan was in the first, autonomous and controlled motivations were in the second, course satisfaction and advisory relationship were in the last block of the model. The model was significant, explaining 34.2% of the variation. The most salient predictor was autonomous motivation, followed by advisory relationship, course satisfaction, and controlled motivation. While academic status and phase of the study were not significant predictors, career plan was significant. Graduate students with academic career plans were found to be significantly more efficacious than those with nonacademic career plans and who are undecided about their careers.

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Citation Formats
E. Bayar, “The role of academic motivation, course satisfaction, and advisory relationship on research self-efficacy beliefs of graduate students,” M.S. - Master of Science, Middle East Technical University, 2021.