Analysis of Barriers to Scientific Production from the Perspective of Members of Faculty of Psychology and Educational Sciences Faculty, Allameh Tabataba’i University

This study aims to analyze the barriers to research activities and scientific production at the Faculty of Psychology and Educational Sciences of Allameh Tabataba’i University from the perspective of faculty members.

This is an applied-descriptive survey with a scientometric approach. The statistical population included the faculty members of 10 educational departments at the Faculty of Psychology and Educational Sciences of Allameh Tabataba’i University. The factor analysis was employed to determine and rank categories. The Cronbach’s alpha of the questionnaire was 0.94, and the findings were analyzed in SPSS and AMOS.

Identified as restrictive factors and research barriers, three important factors (with 78.04 of the total variance of scores) were above the eigenvalue of 3. Personal barriers included unfamiliarity with web search strategies (factor load = 0.895) when intra-academic barriers included specialized laboratories for faculty majors (factor load = 0.836). The extra-academic barriers included non-submission of papers in international journals because of sanctions (factor load = 0.898). Identified as the most important barriers to research, they gained the highest factor loads.

Lack of technological and research skills, lack of an appropriate research position nationwide, and weakness of academic research structure were identified as the barriers to research and scientific production from the perspective of faculty members at the Faculty of Psychology and Educational Sciences of Allameh Tabataba’i University. For this purpose, the important items of each factor (personal, intra-academic, and extra-academic) were identified through the confirmatory factor analysis.