Research plays a crucial role in contemporary higher education, driving the advancement of knowledge. However, existing assessment tools often fall short in accurately measuring research interest, underscoring the necessity for a validated instrument. This study aims to develop the Research Interest Inventory (RII) to foster a stronger research culture within higher education institutions. Employing a quantitative relational research model, the study explores the relationships between various variables and evaluates the psychometric properties of the RII. The research employs Exploratory Factor Analysis (EFA) through Principal Component Analysis (PCA) to assess the internal structure by examining the correlations between individual items and the overall score. Furthermore, the study utilizes Partial Least Squares-Structural Equation Modeling (PLS-SEM) with Confirmatory Composite Analysis (CCA) to investigate the relationships between observed and latent variables, providing a comprehensive understanding of the data. A random sample of 189 undergraduate students from state universities and colleges (SUCs) served as the primary data source. The RII effectively measures the various dimensions of research interest, a multifaceted concept that encompasses participation in research training programs, critical analysis of literature, and the skills necessary for analyzing, reporting, and executing research projects. As such, the RII serves as a reliable tool for assessing students’ research interests, which is vital for cultivating a robust research environment. Future studies should expand upon these findings by addressing identified gaps and testing the RII in a broader range of contexts to further enhance understanding and promote research engagement in higher education.
Jemsy et al. (Tue,) studied this question.