Effect of Research Training Environment on Doctoral Students’ Research Intentions

Abstract

The research training environment (RTE) is an important factor for enhancing doctoral students’ research intentions (RI). This study aims to develop and validate the casual relationship model of the RTE and RI, mediated by research self-efficacy (RSE) and research engagement (RE), and examine differential RTE effects in years 1-3 of the doctoral program. The research sample consisted of 246 doctoral students in years 1-3 of their doctoral program, with the respondents randomly selected from 13 universities in Thailand. Data were collected via questionnaire and analyzed using an integrated generalized structured component analysis (IGSCA) with multigroup analysis. The findings have shown that there was no mediation effect of RE or RSE between the RTE and RI in the first year. In contrast, mediation effects of RE and RSE were found in the second (β = .097) and third years (β = .723) of the doctoral program. Based on the results, it is suggested that the RTE component associated with RSE should be established (e.g., allowing students to engage with their projects early and minimally) in the first year. Furthermore, it is recommended that RSE and RE be developed concurrently (e.g., encouraging students to share research ideas with others) in the second and third years.