Attitude Towards Research in Formative Research Among University Students: An Analysis from the Perspective of Autonomous Investigative Learning

Introduction: research attitudes and autonomous investigative learning are crucial for the development of scientific competencies in higher education. This study explored the relationship between university students’ attitudes toward research and their perspective on autonomous investigative learning within the framework of formative investigation. The aim was to determine the extent to which positive research attitudes contribute to students’ perceived ability to engage in independent research activities.Methods: a quantitative, cross-sectional, correlational design was employed with a sample of 350 university students from various faculties. Data was collected using a validated questionnaire measuring three dimensions of research attitude (affective, cognitive, behavioral) and a scale assessing the autonomous investigative learning perspective. Descriptive statistics, Spearman’s rho correlation, and linear regression analyses were conducted to examine relationships between variables. Ethical principles, including informed consent, voluntary participation, and confidentiality, were strictly observed.Results: findings indicated moderately favorable attitudes toward research, with higher scores in the affective (M = 3.92) and cognitive (M = 3.85) dimensions, and slightly lower behavioral scores (M = 3.56). A strong, positive correlation was found between attitudes toward research and autonomous investigative learning (ρ = 0.642, p < 0.001). Regression analysis showed that attitudes toward research explained 57.1% of the variance in autonomous learning (R² = 0.571, p < 0.001), with each one-point increase in attitude score predicting a 0.58-point increase in autonomy score. Health sciences students reported higher scores compared to social sciences and engineering students.Conclusions: the results confirm that favorable research attitudes significantly enhance students’ perceived capacity for autonomous investigative learning. To close the gap between positive perception and active engagement, higher education institutions should integrate research experiences early in the curriculum, provide structured mentorship, and ensure equitable access to research opportunities across faculties.