Abstract
INTRODUCTION: Academic self-efficacy is the learners' belief in their abilities in academic process. Perception of the educational-research environment is one of the effective factors on academic self-efficacy. The aim of this study was to examine the perception of educational-research environment and academic self-efficacy in students of the University of Tehran in 2016. METHODS: This cross-sectional study was done on 385 students of Tehran University of Medical Sciences. Samples were selected through stratified sampling method. Data were collected through questionnaires of perception of educational-research environment scale 24 and of academic self-efficacy scale 32 that reliability and validity of that were confirmed. Data analysis was performed using Pearson's correlation coefficient. RESULTS: The mean age of participants was 25.31 (standard deviation [SD] = 3.94), and 56.1% of them were female and the rest were male. The mean perception of educational-research environment was 65.79 (SD = 13.13), and the mean academic self-efficacy was 107.44 (15.92). The Pearson's correlation test results showed that there was a statistically significant relationship between perception of educational-research environment with academic self-efficacy (P = 0.001, r = 0.180). CONCLUSION: There was a significant statistical relationship between perception of educational-research environment and academic self-efficacy. Students who have high perception of educational-research environment are high academic self-efficacy. Academic self-efficacy can be improved by improving perception of the educational-research environment.