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