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The integration and mandatory study of research method courses by university students is a global phenomenon. However, students demonstrate apprehension and disinterest in research methods courses. Consequently, this study investigated the interplay among research methods anxiety, positive disposition toward research, perception of usefulness, self-efficacy, and academic effort in research. Paper-and-pencil questionnaires were used to collect data from a convenience sample of 636 technical university students in Ghana. Based on partial least squares structural equation modeling results, research anxiety reduces students' self-beliefs (β = −0.172; t = 2.729; p =.000) and negatively affects perception of research usefulness (β = −0.172; t = 2.729; p =.000). A positive disposition towards research enhances students' academic efforts in research (β = 0.919; t = 3.308; p = 0.001). Furthermore, self-efficacy drives students' efforts (β = −0.172; t = 2.729; p =.000), enhances positive disposition toward research (β = 0.191; t = 3.308; p =.001) and perception of research usefulness among students (β = 0.224; t = 3.064; p =.002). Students' perception of research usefulness mediates the relationship between anxiety and effort in research (β = −0.075; t = 3.653; p =.000), positive research disposition and effort (β = −0.056; t = 2.519; p =.012) as well as research self-efficacy and effort in studies (β = 0.083; t = 3.02; p =.003). [ABSTRACT FROM AUTHOR]