Attitude toward scientific research and academic self-efficacy as statistical predictors of self-perceived research skills in university students in Peru
Introduction Scientific research has transformed universities; however, in countries such as Peru, gaps in knowledge production persist, making it necessary to strengthen research training and promote evidence-based practices. This study aimed to determine whether attitude toward scientific research...
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| Lenguaje: | inglés |
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2026
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| author | Wilton Espiritu Torres Medina Danitza Elfi Montalvo Apolín |
| author_browse | Danitza Elfi Montalvo Apolín Wilton Espiritu Torres Medina |
| author_facet | Wilton Espiritu Torres Medina Danitza Elfi Montalvo Apolín |
| author_sort | Wilton Espiritu Torres Medina |
| collection | Producción científica |
| description | Introduction Scientific research has transformed universities; however, in countries such as Peru, gaps in knowledge production persist, making it necessary to strengthen research training and promote evidence-based practices. This study aimed to determine whether attitude toward scientific research and academic self-efficacy statistically predict self-perceived research skills among students at a private university in Peru. Methodology The study employed a quantitative approach with an explanatory–associative scope and a non-experimental, cross-sectional design. A non-probability convenience sampling method was used, and data from 650 university students (52.8% female and 47.2% male) were analyzed. The variables were measured using the Attitude toward Scientific Research Scale (EACIN-R), the Academic Self-Efficacy Scale, and a scale of self-perceived research skills. Confirmatory factor analyses conducted with the present sample supported the factorial structure of the instruments, while reliability evidence reported in the original validation studies indicated adequate internal consistency. Measurement models were treated as multidimensional. The use of observed variables was theoretically justified. Results Regression analysis indicated that attitude toward research ( β = 0.145; p < 0.001) and academic self-efficacy ( β = 0.678; p < 0.001) significantly and statistically predict self-perceived research skills. Positive correlations were identified between attitude toward research and academic self-efficacy ( r = 0.431; p < 0.001), between attitude toward research and self-perceived research skills ( r = 0.437; p < 0.001), and between academic self-efficacy and self-perceived research skills ( r = 0.740; p < 0.001). The correlations of 0.431 and 0.437 were moderate, while the correlation of 0.740 was strong and reflects perceived rather than actual research ability. Conclusion Attitude toward scientific research and academic self-efficacy are significant statistical predictors of self-perceived research skills, with academic self-efficacy emerging as the strongest predictor. These findings highlight the relevance of both psychological factors and methodological training in university research education. Results should be interpreted considering the self-report nature of the instruments and the limitations inherent to a cross-sectional, non-experimental design, which does not allow causal inferences. |
| format | Article |
| id | openalex:W7222999563 |
| institution | UPeU |
| language | English |
| publishDate | 2026 |
| publishDateRange | 2026 |
| publishDateSort | 2026 |
| record_format | dspace |
| spelling | openalex:W7222999563Attitude toward scientific research and academic self-efficacy as statistical predictors of self-perceived research skills in university students in PeruWilton Espiritu Torres MedinaDanitza Elfi Montalvo Apolínacademic self-efficacyuniversity studentsresearch skillsresearch trainingevidence-based practicePeruEducation, Achievement, and GiftednessHigher Education in Latin AmericaEducational Research and MethodsIntroduction Scientific research has transformed universities; however, in countries such as Peru, gaps in knowledge production persist, making it necessary to strengthen research training and promote evidence-based practices. This study aimed to determine whether attitude toward scientific research and academic self-efficacy statistically predict self-perceived research skills among students at a private university in Peru. Methodology The study employed a quantitative approach with an explanatory–associative scope and a non-experimental, cross-sectional design. A non-probability convenience sampling method was used, and data from 650 university students (52.8% female and 47.2% male) were analyzed. The variables were measured using the Attitude toward Scientific Research Scale (EACIN-R), the Academic Self-Efficacy Scale, and a scale of self-perceived research skills. Confirmatory factor analyses conducted with the present sample supported the factorial structure of the instruments, while reliability evidence reported in the original validation studies indicated adequate internal consistency. Measurement models were treated as multidimensional. The use of observed variables was theoretically justified. Results Regression analysis indicated that attitude toward research ( β = 0.145; p < 0.001) and academic self-efficacy ( β = 0.678; p < 0.001) significantly and statistically predict self-perceived research skills. Positive correlations were identified between attitude toward research and academic self-efficacy ( r = 0.431; p < 0.001), between attitude toward research and self-perceived research skills ( r = 0.437; p < 0.001), and between academic self-efficacy and self-perceived research skills ( r = 0.740; p < 0.001). The correlations of 0.431 and 0.437 were moderate, while the correlation of 0.740 was strong and reflects perceived rather than actual research ability. Conclusion Attitude toward scientific research and academic self-efficacy are significant statistical predictors of self-perceived research skills, with academic self-efficacy emerging as the strongest predictor. These findings highlight the relevance of both psychological factors and methodological training in university research education. Results should be interpreted considering the self-report nature of the instruments and the limitations inherent to a cross-sectional, non-experimental design, which does not allow causal inferences.Articlehttps://doi.org/10.3389/feduc.2026.1926983https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2026.1926983/pdfW7222999563enFrontiers in Education2504-284X2026-10-20 |
| spellingShingle | academic self-efficacy university students research skills research training evidence-based practice Peru Education, Achievement, and Giftedness Higher Education in Latin America Educational Research and Methods Wilton Espiritu Torres Medina Danitza Elfi Montalvo Apolín Attitude toward scientific research and academic self-efficacy as statistical predictors of self-perceived research skills in university students in Peru |
| title | Attitude toward scientific research and academic self-efficacy as statistical predictors of self-perceived research skills in university students in Peru |
| title_full | Attitude toward scientific research and academic self-efficacy as statistical predictors of self-perceived research skills in university students in Peru |
| title_fullStr | Attitude toward scientific research and academic self-efficacy as statistical predictors of self-perceived research skills in university students in Peru |
| title_full_unstemmed | Attitude toward scientific research and academic self-efficacy as statistical predictors of self-perceived research skills in university students in Peru |
| title_short | Attitude toward scientific research and academic self-efficacy as statistical predictors of self-perceived research skills in university students in Peru |
| title_sort | attitude toward scientific research and academic self efficacy as statistical predictors of self perceived research skills in university students in peru |
| topic | academic self-efficacy university students research skills research training evidence-based practice Peru Education, Achievement, and Giftedness Higher Education in Latin America Educational Research and Methods |
| topic_facet | academic self-efficacy university students research skills research training evidence-based practice Peru Education, Achievement, and Giftedness Higher Education in Latin America Educational Research and Methods |
| url | https://doi.org/10.3389/feduc.2026.1926983 https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2026.1926983/pdf |
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