Gender Differences in Research Self-Efficacy among  Vietnamese Master’s Students: The Influence of  Sociocultural Factors

Phan Thi Tuyet Nga

Phan Thi Tuyet Nga	ngaphan@iuh.edu.vn	Industrial University of Ho Chi Minh City, Ho Chi Minh City, Vietnam

Summary:

Research self-efficacy (RSE) plays a crucial role in shaping students’ engagement, persistence, and performance in research-related activities, particularly at the postgraduate level. Recent research has not fully explained the reasons underlying gender differences in RSE or identified the specific aspects of RSE in which males and females differ. The present study addressed these gaps by combining socio-cognitive theory (SCT) with a gender perspective and using a mixed-methods sequential explanatory design to study gender differences in RSE among Vietnamese master’s students. The results showed that there were significant male-female differences in two dimensions: self-efficacy in research planning and self-efficacy in research skills and communication. The biggest differences were found in the areas that students perceived as requiring analytical, mathematical, or reasoning skills. The regression analysis showed that females’ RSE scores were lower than those of males. Sociocultural factors such as family encouragement, role models, and family-research conflict benefited men more than women. The study underscored the necessity of applying a gender perspective to contextualize SCT and the application of the mixed methods design to reveal the cognitions driving the gender disparities. Suggestions were provided to improve female students’ RSE in Vietnam and similar contexts.

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Keywords:

Gender differences

mixed-methods

research self-efficacy

sociocultural factors.

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Journal:

Volume. 22 - issue 2 / 2026

VIETNAM JOURNAL OF EDUCATIONAL SCIENCES

Gender Differences in Research Self-Efficacy among Vietnamese Master’s Students: The Influence of Sociocultural Factors