Investigating the Relationship between Research Anxiety and Academic Self-Concept in Master’s and Doctoral Students

Research anxiety and academic self-concept are among the factors that can be effective in improving the level of students’ capabilities in research in the field of medical education.

The present study was conducted to determine the relationship between research anxiety and academic self-concept in master’s and doctoral students of Shahrekord University of Medical Sciences.

This cross-sectional descriptive-analytical research was conducted on 102 graduate students of Shahrekord University of Medical Sciences in the master’s and doctoral degrees in 2019. Sampling was performed using a convenience method. The data collection tool included the Higgins Research Anxiety Inventory and the Academic Self-Concept Questionnaire (ASCQ). The data were analyzed by calculating the mean and standard deviation, the independent t-test, and the Pearson correlation coefficient in SPSS software.

In master’s students, research anxiety was inversely and significantly correlated with academic self-concept (r = -0.339, P = 0.002) and academic self-confidence (r = -0.425, P < 0.001). Also, academic self-concept was directly and significantly associated with academic self-confidence (r = 0.876, P < 0.001) and academic effort (r = 0.821, P < 0.001). In doctoral students, academic self-concept also showed a direct and significant association with academic self-confidence (r = 0.835, P < 0.001) and academic effort (r = -0.753, P < 0.001).

 Research anxiety was associated with academic self-concept in master’s students of Shahrekord University of Medical Sciences, but such a relationship was not found in doctoral students.