Abstract Background Research self-efficacy-the belief in one's ability to successfully perform research tasks-is a critical factor influencing students' engagement and success in academic research. Understanding the levels and determinants of research self-efficacy among university students can inform strategies to enhance research training and academic achievement. This study aimed to assess the level of research self-efficacy and its associated factors among students at Zabol University of Medical Sciences. Methods This descriptive cross-sectional study was conducted in 2023 among 320 students at Zabol University of Medical Sciences. Participants were selected using stratified random sampling from various faculties, ensuring proportional representation. Inclusion criteria comprised completion of Research Methods and Statistics courses and current enrollment in project or thesis units. Data were collected using a validated questionnaire assessing four domains of research self-efficacy: research design, operational research skills, computer and statistical skills, and writing skills. Statistical analyses included t-tests, ANOVA, Pearson correlation, and multiple linear regression, with significance set at p < 0.05. Results Among the participants, 60.6% were female, and the mean age was 21.58 ± 1.75 years. The highest self-efficacy scores were observed in writing skills (mean = 50.13 ± 8.13), while the lowest were in computer and statistical skills (mean = 40.27 ± 7.37). No significant gender or residency-based differences were found in self-efficacy scores. However, single students demonstrated significantly higher writing skills than married students (p < 0.05). Undergraduate students reported higher self-efficacy, operational research skills, and computer skills compared to graduate and doctoral students. Significant differences in self-efficacy domains were also found across academic disciplines, semesters, and faculties, with Health Information Technology and Paramedical Sciences students generally scoring higher. Conclusion Research self-efficacy among students at Zabol University of Medical Sciences varies by academic discipline, educational level, and semester, but not by gender or residency. Targeted interventions to enhance computer and statistical skills, and support for students in lower-performing groups, may improve overall research competence and academic outcomes.
Bazi et al. (Fri,) studied this question.