Abstract

Background: Research anxiety and academic self-concept are among the factors that can be effective in improving the level of students’ capabilities in research in the field of medical education. Objectives: The present study was conducted to determine the relationship between research anxiety and academic self-concept in master’s and doctoral students of Shahrekord University of Medical Sciences. Methods: This cross-sectional descriptive-analytical research was conducted on 102 graduate students of Shahrekord University of Medical Sciences in the master’s and doctoral degrees in 2019. Sampling was performed using a convenience method. The data collection tool included the Higgins Research Anxiety Inventory and the Academic Self-Concept Questionnaire (ASCQ). The data were analyzed by calculating the mean and standard deviation, the independent t-test, and the Pearson correlation coefficient in SPSS software. Results: In master’s students, research anxiety was inversely and significantly correlated with academic self-concept (r = -0.339, P = 0.002) and academic self-confidence (r = -0.425, P < 0.001). Also, academic self-concept was directly and significantly associated with academic self-confidence (r = 0.876, P < 0.001) and academic effort (r = 0.821, P < 0.001). In doctoral students, academic self-concept also showed a direct and significant association with academic self-confidence (r = 0.835, P < 0.001) and academic effort (r = -0.753, P < 0.001). Conclusion: Research anxiety was associated with academic self-concept in master’s students of Shahrekord University of Medical Sciences, but such a relationship was not found in doctoral students.