Perceived Cognitive Constructivist Pedagogy and Research Competence

This study examined the perceived association between a cognitive constructivist program (CCP) and research competence (RC) among first-cycle university students in Lambayeque, Peru. Using a quantitative, nonexperimental, cross-sectional, descriptive design, a validated Likert-type questionnaire was administered to 149 purposively selected students, who evaluated four RC dimensions: conceptual, epistemological, methodological, and attitudinal. Partial least squares structural equation modeling (PLS-SEM) confirmed adequate psychometric properties (factor loadings > 0.70, average variance extracted (AVE) > 0.50, composite reliability > 0.70). The structural model revealed that perceived CCP accounts for 52.6% of the variance in RC (R² = 0.526) and is significantly associated with all dimensions: conceptual (β = 0.487, p < 0.001), epistemological (β = 0.538, p < 0.001), methodological (β = 0.612, p < 0.001), and attitudinal (β = 0.453, p < 0.001). Effect sizes (f²) ranged from 0.258 to 0.601. The methodological dimension showed the strongest association. The CCP represents a viable pedagogical framework whose perceived application is associated with stronger RC, contributing to SDG 4, target 4.7.