Attitudes Toward Research in Undergraduate Psychology Students at a Public University in Mexico: A Cross-Sectional Study

Mario Rojas-Russell; María Fernanda Martínez Hirota; Angel Francisco García Pacheco; Karina Serrano-Alvarado

doi:10.24320/redie.2025.27.e09.6236

Authors

Mario Rojas-Russell Universidad Nacional Autónoma de México https://orcid.org/0000-0001-6644-1384
María Fernanda Martínez Hirota Universidad Nacional Autónoma de México https://orcid.org/0000-0003-2511-7486
Angel Francisco García Pacheco Universidad Nacional Autónoma de México https://orcid.org/0000-0001-9678-3297
Karina Serrano-Alvarado Universidad Nacional Autónoma de México https://orcid.org/0000-0002-4455-5695

DOI:

https://doi.org/10.24320/redie.2025.27.e09.6236

Keywords:

methodology, teaching, undergraduate, psychology

Supporting Agencies:

DGAPA UNAM PAPIME 307021

Abstract

This research aims to examine the relationship between experience and knowledge acquired in research methodology (RM) courses and attitudes toward research in a sample of undergraduate psychology students from a public university in Mexico City. A cross-sectional study was carried out with 261 students. A 10-point analog scale to assess perceived experience in RM courses and two measures of attitudes toward research were used. Between the two attitude scales, four attitude dimensions were identified: positive appraisal, negative appraisal, meaningless, and boring. Four multivariate models were estimated, one for each attitude dimension. A positive correlation was found between learning experiences in RM courses and positive appraisal of research (p < 0.01). Negative associations were also found between RM course experience and two of the three negative research attitudes (p < 0.01). Our results highlight the significance of teaching in developing student knowledge and attitudes toward research. An approach to teaching RM at the undergraduate level that places more emphasis on encouraging evidence-based practice than on developing and carrying out research projects appears to hold promise as a focus for future research, with implications that may inform changes in teaching methods and content.

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