Construcción y validación la Escala de Percepción de la Investigación Universitaria (EPIU) en estudiantes de Educación Física de Chile

Introduction: university research plays a fundamental role in the professional training of students, especially in teacher education programs, by promoting critical thinking, reflection, and the ability to generate knowledge. Objective: to determine the psychometric validity and reliability of the University Research Perception Scale (EPIU) and to analyze the relationship between sociodemographic variables and students' perceptions of research. Methodology: a quantitative, non-experimental, cross-sectional approach was used. The sample consisted of 463 Physical Education Pedagogy students from seven Chilean universities who responded to a 16-item Likert-type scale. Results: exploratory and confirmatory factor analyses revealed a three-factor structure with adequate validity and high reliability (α = .927). No significant differences were found based on sex, type of university, or year of study. However, significant differences emerged between students who had participated in research activities and those who had not, with the latter reporting less favorable perceptions. Discussion: student participation in research experiences is positively associated with more favorable perceptions. This finding is consistent with the literature indicating that practical involvement strengthens motivation, learning, and appreciation of research. Nonetheless, institutional gaps remain evident, particularly in access to resources, incentives, and methodological training, which must be addressed. Conclusions: the EPIU is a valid and reliable instrument for assessing students' perceptions of research in teacher education programs. The findings provide relevant input to strengthen a research-oriented culture in initial teacher training and to guide institutional strategies for continuous improvement.