Research self-efficacy of lecturers in non-university higher education


During the last decade, the relationship between university and non-university higher education institutions has changed. As a contribution to the knowledge economy, non-university higher education institutions are expected to educate their students in research activities. Previously, teaching was the main responsibility of lecturers in non-university higher education, while research hardly played a role. This paper is about the belief of lecturers in non-university higher education in their own research ability (research self-efficacy). In a survey study conducted among Dutch lecturers (N = 790), the research self-efficacy has been measured. A structural equation model shows the effects of personal aspects, mastery experience and organisational context on the research self-efficacy of lecturers. Research self-efficacy is also modelled in relation to lecturers’ need to work on professional development in research skills. Results show that research self-efficacy is mostly affected by aspects of mastery experience, in which the context is similar to the given task. Implications are discussed.

Reference Griffioen, D. M. E., de Jong, U., & Jak, S. (2013). Research self-efficacy of lecturers in non-university higher education. Innovations in Education and Teaching International, 50(1), 25-37.
Published by  Afdeling Communicatie 1 January 2013

Publication date

Jan 2013


U. de Jong
S. Jak


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