Năng lực nghiên cứu khoa học của sinh viên ngành Giáo dục mầm non: Tiếp cận tự hiệu quả nghiên cứu theo thang đo C-RSES

Tóm tắt

This study aims to assess the research self-efficacy of Early Childhood Education students using the Comprehensive Research Self-Efficacy Scale (C-RSES), in the context where research competence is increasingly considered an important component of teacher education. A mixed-methods approach is employed, including a quantitative survey and semi-structured interviews. The findings indicate that the research self-efficacy of Early Childhood Education students is generally at a low to moderate level. The areas in which students felt least confident were data analysis and the development of theoretical and conceptual frameworks. Although third- and fourth-year students showed higher levels of research self-efficacy than first- and second-year students, the difference was not statistically significant. The findings suggest the need to integrate more research activities into teacher education programs, with greater emphasis on developing research skills through practice and enhanced academic support for students. The study also indicates the potential for further validation and application of the C-RSES in different teacher education contexts.