The Formation Process of Research Self-Efficacy in Undergraduate Students: A Qualitative Study

Background: In today’s academic environment, digital competence has also become integral to student research performance. Many undergraduates rely on digital tools to locate information, structure arguments, and complete technical tasks. The essential component in the development of research self-efficacy is metacognitive awareness particularly in how students approach reading and processing academic texts. Aims: This study aims to explore how undergraduate students develop research self-efficacy by examining the lived experiences, challenges, and coping strategies that shape their confidence and competence as novice researchers within the Philippine higher education context. Study Design: A qualitative case study design was utilized to provide an in-depth, contextually rich understanding of students’ journeys throughout the undergraduate research process. Place and Duration of Study: The research was conducted at a state-funded college in Zamboanga del Sur, Philippines, with data collection spanning the 2023–2024 academic year. Methodology: Ten undergraduate students who had completed the thesis process were purposively selected. Data were collected through in-depth, semi-structured interviews. Verbatim transcripts were analyzed using Braun and Clarke’s (2006) thematic analysis framework to identify recurring patterns, organize categories, and construct themes reflecting the development of research self-efficacy. Results: Thematic analysis revealed five interconnected themes: (1) the critical role of mentorship and adviser support; (2) the impact of experiential learning and overcoming setbacks; (3) the use of digital tools and information literacy in facilitating research tasks; (4) the development of metacognitive reading strategies; and (5) the importance of milestone achievements in affirming research confidence. These findings illustrate that research self-efficacy emerges from ongoing mentorship, hands-on engagement, adaptive use of technology, purposeful reading, and the accomplishment of meaningful academic tasks. Conclusion: Research self-efficacy among undergraduates is a dynamic outcome shaped by supportive relationships, practical experience, digital competence, reflective strategies, and validation through achievement. Institutions should foster environments that provide both technical guidance and emotional support to help students build lasting research confidence and identity.