Abstract

Research self-efficacy plays a crucial role in enhancing motivation to carry out research tasks and in building the foundation for research-based pedagogical practices, thereby underscoring the fundamental need to investigate the concept. This study aimed to explore the underlying dimensions of research self-efficacy and to establish the reliability and validity of the Research Self-Efficacy Scale (RSES). The study employed a quantitative approach, utilizing a relational research model. This model utilized exploratory factor analysis using principal component analysis, (PCA) followed by partial least squares structural equation modeling (PLS-SEM) through confirmatory composite analysis (CCA). In total, 189 students at state universities and colleges (SUCs) participated. The twenty-item revised RSES measures four components or constructs: efficacy in research background, methods and statistics (ERBMS); efficacy in research reporting (ERP); efficacy in research stakeholders (ERS); and efficacy in research problem, data, and materials (ERPDM)—a reliable and valid measure of research self-efficacy. The assessment of the concept of research self-efficacy offers baseline information that serves as the foundation for enhancing early-career researchers’ motivation and implementing research-based pedagogical practices. The assessment tool facilitates the collection of evidence needed to plan for designing programs aimed at improving self-efficacy and motivation to engage in research activities, thereby supporting research-based training and professional development of early-career researchers.