Abstract:The current study aimed to determine how attitudes towards research are related to epistemic orientation, critical thinking, and satisfaction with research courses in psychology university students. Control variables included respondents' gender, current academic degree (undergraduate or postgraduate), number of research methods courses completed, number of research projects completed, and academic score. A quantitative, cross-sectional design was used, with a non-probabilistic sample size of 137 students. Cor… Show more
“…The differences observed may be due to the fact that on many occasions psychology students tend to have different experiences in teaching research, they are being more favored when research teachers demonstrate experience and current scientific production. In addition to this, the perception of disconnection between the content of research courses and their applicability to their professional field may also have an influence (Landa-Blanco & Cortés-Ramos, 2021) generating little interest in learning and applying the scientific method to solve practical problems in society, even when research priorities in the country are a guideline (Mamani-Benito et al, 2021). Another interesting finding has to do with the fact that students have a low opinion on the following: selfassessment of research skills (Self-Assessment dimension [SA]), the quality of human resources in research teaching (Faculty Impact [FIP]) and the promotion of research by the university where they study (Institutional Impact [IIP]).…”
The attitude towards scientific research of university students is a determinant index of the education quality in an institution, and it is fundamental to consolidate the profession as a science. The aim of this study was to describe the attitudes towards scientific research of the Peruvian students of the professional program of psychology. The research approach was quantitative, non-experimental design of basic and field type. The sample consisted of 546 undergraduate students of the professional program of psychology. A sociodemographic form and the Index of Attitude towards Research were used to collect information. The results show that psychology students have an unfavorable attitude towards research. Likewise, they have a low opinion about their self-assessment of research skills, the quality of human resources in teaching research and the promotion of research by the university where they study. In conclusion, it is essential to promote strategies to improve students' attitudes towards research, reinforcing the quality of research courses and selecting teachers with knowledge of research and potential for scientific production.
“…The differences observed may be due to the fact that on many occasions psychology students tend to have different experiences in teaching research, they are being more favored when research teachers demonstrate experience and current scientific production. In addition to this, the perception of disconnection between the content of research courses and their applicability to their professional field may also have an influence (Landa-Blanco & Cortés-Ramos, 2021) generating little interest in learning and applying the scientific method to solve practical problems in society, even when research priorities in the country are a guideline (Mamani-Benito et al, 2021). Another interesting finding has to do with the fact that students have a low opinion on the following: selfassessment of research skills (Self-Assessment dimension [SA]), the quality of human resources in research teaching (Faculty Impact [FIP]) and the promotion of research by the university where they study (Institutional Impact [IIP]).…”
The attitude towards scientific research of university students is a determinant index of the education quality in an institution, and it is fundamental to consolidate the profession as a science. The aim of this study was to describe the attitudes towards scientific research of the Peruvian students of the professional program of psychology. The research approach was quantitative, non-experimental design of basic and field type. The sample consisted of 546 undergraduate students of the professional program of psychology. A sociodemographic form and the Index of Attitude towards Research were used to collect information. The results show that psychology students have an unfavorable attitude towards research. Likewise, they have a low opinion about their self-assessment of research skills, the quality of human resources in teaching research and the promotion of research by the university where they study. In conclusion, it is essential to promote strategies to improve students' attitudes towards research, reinforcing the quality of research courses and selecting teachers with knowledge of research and potential for scientific production.
“…One way to achieve these 4C skills, especially for students at school, is for teachers to apply the quantum flipped learning model in high school physics learning [13]. Quantum learning (QL) is one of the clusters of inquiry learning models.…”
The 21st century as the information age implies that everyone, including students, must be literate in the development and advancement of knowledge-based information and communication technology. That is, students in schools as early as possible must be invited to build 21stcentury knowledge and skills, namely 4C skills. To accommodate this, the learning model must accommodate student centered learning models, one of which is quantum flipped learning (QFL) as a substitute for direct flipped learning (DFL). The aims of this study were 1) to analyze the main and interactive effect between the QFL model vs. the DFL model and students' cognitive involvement on their critical and creative thinking in learning physics. To achieve this goal, experimental research was conducted using a post test only control group design. The population of this research is high school students of class XI SMAN 4 Singaraja, and the sample is 4 classes selected by class random technique. The research data were collected with critical thinking tests, creative thinking tests, and cognitive engagement questionnaires. The research data were analyzed using two-way multivariate analysis of variance. Hypothesis testing was carried out at a significance level of 5%. The results showed that 1) critical thinking and creative thinking of students who studied with the QFL model were higher than students who studied with the DFL model, 2) students who had high cognitive engagement showed critical thinking and creative thinking skills that were not different from students who had low cognitive engagement, 3) there is no interactive effect between the learning model and students' cognitive involvement on critical thinking and creative thinking. The implication of this research is that to achieve optimal critical thinking and creative thinking, physics learning will be better if using the QFL model, students who have low cognitive engagement to be guided and motivated in learning to be able to increase their cognitive engagement in learning, both levels of cognitive involvement students are accommodated by both models.
“…Further, this finding highlights disconnect between educators’ (and accrediting bodies’) opinions and those of students. It seems that the importance of research literacy as a graduate competency (e.g., APAC, 2019) is not effectively communicated to, or shared between, psychology students and instructors (Dempster & McCorry, 2017; Landa-Blanco & Cortés-Ramos, 2021; Uttl et al, 2013). As Strohmetz et al (2023) found, students tend to perceive these subjects to be about learning how to conduct research, an activity that many students believe they will not do after graduation (Murtonen et al, 2008).…”
Section: Discussionmentioning
confidence: 99%
“…Most of the students participating in the present study would not have taken a research subject (research subjects start in the second year of study at the authors’ institution); therefore, their lack of exposure to this content may have influenced their ratings. Future research is well-placed to undertake longitudinal testing across years of tertiary study to help identify if exposure and experience can change students’ perceptions of research subjects and whether this is impacted by the learning approach used (e.g., active learning approaches which make use of “real-life” data, Allen & Baughman, 2016; Landa-Blanco & Cortés-Ramos, 2021).…”
Although research literacy is necessary for the competent delivery of psychological services, many psychology students hold negative attitudes toward research subjects. The current study explored undergraduate students’ perceptions of research subjects relative to nonresearch subjects. A sample of 249 Australian (45.4%) and Singaporean (54.6%) first-year university students ( Mage = 21.27, SDage = 5.14, females = 75.9%) indicated their interest in, and perceived value of, 32 psychology subjects (based on title and a short description). They also nominated their most/least interested and valued subject and provided a free-text explanation for their selections. Participants perceived research subjects as significantly less interesting and valuable relative to nonresearch subjects ( d values were indicative of a large difference for interest and a small-to-medium different for value). Cluster analysis indicated that research subjects are seen as distinct, forming their own cluster. This finding was supported by thematic analysis of participants’ open-ended responses. Students considered research subjects to be especially difficult, requiring skills they did not possess or enjoy using (e.g., mathematics), and lacking relevance to their future studies and intended careers. The findings suggest that research methods instructors should aim to emphasize the relevance of research to practice in high interest areas (e.g., psychopathology).
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