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Self-Efficacy as an Intervening Mechanism between Research Training Environments and Scholarly Productivity

A Theoretical and Methodological Extension

Loyola University Chicago

Robert W. Lent

University of Maryland

Nancy E. Ryan

Loyola University Chicago

Eileen B. McPartland

Loyola University Chicago

Recent research has found that both research training environments and self-efficacy beliefs relate to graduate students' research productivity. Although important, this research has not yet fully explored hypotheses suggesting the specific manner in which the training environment and students' self-efficacy beliefs jointly function in promoting scholarly achievements. Social cognitive formulations suggest a mediating relationship whereby effects of the research training environment on productivity operate at least partly through the intervening mechanism of students' self-efficacy beliefs. A reanalysis of data published earlier in this journal (Phillips & Russell, 1994)found support for the social cognitive mediational hypothesis and also suggested that the training environment may have a more potent influence on women's than on men's research self-efficacy and we productivity. Theoretically, these findings highlight the importance of structuring research training environments to promote greater research self-efficacy. Methodologically, they suggest alternative procedures for determining whether data should be collapsed across sex and other grouping variables in multivariate correlational research.

The Counseling Psychologist, Vol. 24, No. 3, 535-544 (1996)
DOI: 10.1177/0011000096243012


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