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

D.M.E. Griffioen, U. de Jong, S. Jak

Research output: Contribution to journalArticleAcademicpeer-review

9 Citations (Scopus)
171 Downloads (Pure)


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.
Original languageEnglish
Pages (from-to)25-37
JournalInnovations in Education and Teaching International
Issue number1
Publication statusPublished - 2013


Dive into the research topics of 'Research self-efficacy of lecturers in non-university higher education'. Together they form a unique fingerprint.

Cite this