Research self-efficacy (RSE) is significantly associated with research interest, scholarly productivity, and professional development. It is particularly critical in counselor education, a field centered on improving human well-being and advancing evidence-based practice. However, RSE is often conceptualized primarily as an intrapersonal construct, with its relational and contextual dimensions underexplored. In this study, we examined doctoral counseling students’ quantitative research self-efficacy (QRSE) within the context of a quantitative research course. We employed a convergent mixed-methods case study design to investigate QRSE development over one semester. Four qualitative themes emerged: (a) QRSE is associated with professional development level; (b) QRSE is domain- and topic-specific; (c) QRSE is shaped by curriculum design and instructor characteristics; and (d) QRSE is dynamic and evolving rather than static. Quantitative results demonstrated a fluctuating yet overall upward trend. The qualitative and quantitative findings largely converged, with qualitative data extending beyond the quantitative measures. We propose a preliminary conceptual cubic model representing four interconnected dimensions of QRSE: personal, contextual, relational, and temporal. This study offers an exploratory, multidimensional framework for understanding how these factors may jointly shape QRSE development and provides implications for research training in counselor education.
Li et al. (Thu,) studied this question.