Since designing and conducting research activities is one of the most important and effective activities in university environment, identification of personal factors interfering in students’ ability to learn and their interest for survey seems to be necessity. This study aims to study the relation between research self-effectiveness and expected outcomes and interest rate for research conduction in higher education students. This research is correlative descriptive one. Statistical population is all of higher education students in Ferdowsi University in 2010-2011 academic year. The sample was 300 students taken by stratified random sampling. Bieschke, Bishop & Garcia’s research self-effectiveness questionnaire, research expected outcomes questionnaire, and Bieschke, Bishop & Garcia’s interest in research (IRQ) questionnaire were applied for data gathering. Findings showed that all variables (research expected outcomes, research self-effectiveness, and interest in research) have mutually significant positive correlation. In addition, regression analysis results indicated that combination of variables such as research expected outcomes, ability to implement initial tasks, ability to analyze, and presentation of results could predict rate of interest in research in students. There was significant difference between different colleges in , research self-effectiveness, and interest in research, , ability to implement initial tasks, ability to analyze, and presentation of results. Also, there was meaningful difference between male and female students in research self-effectiveness in one hand and between M.A. students and Ph.D. students in research self-effectiveness and interest in research on the other hand. According to the findings, it seems to be necessary that university officials and professors create research opportunities by establishing valuable educational environments and guiding the students.