Research self-efficacy in the empirical social sciences. Development and validation of the assessment of self-efficacy in research scale (ASER)

Research self-efficacy (RSE) has been studied as a core construct that positively affects training outcomes (Livinƫi et al., 2021). It is defined as “one’s confidence in successfully performing tasks associated with conducting research” (Forester et al., 2004, p.4). However, the specific conceptualization of RSE and its measurement are inconsistent regarding both theoretical and empirical approaches (Bieschke, 2006), questioning validity and comparability of findings across studies.
My dissertation advances RSE research by (i) integrating the heterogeneous conceptualizations, (ii) developing and validating a tool for RSE assessment in students in the empirical social sciences, and (iii) exploring the developmental dynamic of RSE, both inter- and intra-individual. I empirically integrated three prominent measures of RSE in developing the Assessment of Self-Efficacy in Research Scale (ASER). Specifically, I focused on exploring multiple sources of validity evidence for the ASER. Studies one (N = 228) and two (N = 648) gathered validity evidence regarding test content and internal structure invariance, as well as discriminant and convergent construct relations. Study three (N = 289) assessed inter- and intra-individual RSE development over the course of a four semester Master’s program, delineating ASER validity within the framework of Social Cognitive Career Theory (Lent et al., 1994). Overall, the ASER was found valid for total score use in group research.
Interestingly, I found an interaction effect of training level and academic discipline on RSE internal structure. Thus, the latent construct meaning changes as students progress in their academic training, being socialized into their specific academic discipline.
Concluding, I confirmed the mediating role of RSE postulated in SCCT. Hence, RSE should be considered in higher education research and teaching (I) on the individual level, (ii) on the classroom level, and (iii) in the evaluation of academic training.