Academic Co-Creation and Attitudes Towards Research as Predictors of Environmental Action in Peruvian Environmental Engineering Students
This study aims to ascertain whether academic co-creation and attitudes towards research serve as predictors of environmental action among a sample of Peruvian environmental engineering students. The study sample comprised 460 environmental engineering students enrolled in Peruvian universities. For...
Guardado en:
| Autores principales: | , , , |
|---|---|
| Formato: | Artículo |
| Lenguaje: | inglés |
| Publicado: |
2026
|
| Materias: | |
| Acceso en línea: | Ver en el sistema de origen Enlace permanente (DOI o Handle) Enlace permanente (DOI o Handle) |
| Etiquetas: |
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
| Sumario: | This study aims to ascertain whether academic co-creation and attitudes towards research serve as predictors of environmental action among a sample of Peruvian environmental engineering students. The study sample comprised 460 environmental engineering students enrolled in Peruvian universities. For the analysis, the Environmental Action Scale, the Attitudes Towards Research Scale, and the Academic Co-Creation Scale were utilized. Additionally, the data collected were analyzed using correlation coefficients and multiple linear regression models. The findings reveal positive and significant correlations between academic co-creation, attitudes towards research, and environmental action within the studied sample. Linear regression analyses indicated a satisfactory model fit (test F = 70.1, p < 0.001), with attitudes towards research (β = 0.431, p < 0.001) and academic co-creation (β = 0.108, p < 0.05) emerging as significant predictors of environmental action in the participating students (adjusted R2 = 0.231). Consequently, the results suggest that, in this group of Peruvian environmental engineering students, attitudes towards research and academic co-creation are relevant predictors of environmental action. These results may inform directors and educators working with similar student populations in the promotion of pedagogical strategies and institutional policies that integrate academic co-creation as a transversal axis in the training process, while also fostering positive attitudes towards research, without implying generalization to other academic disciplines or broader populations. |
|---|