Information skills and attitude toward scientific research in university students
DOI:
https://doi.org/10.31637/epsir-2025-2402Keywords:
information literacy, digital competencies, scientific research, higher education, student attitude, research training, teacher role, academic motivationAbstract
Introduction: In knowledge-based societies, the development of information literacy is essential for academic and scientific training in higher education. Objective: This study examines the relationship between information competencies and attitudes toward scientific research in a sample of 300 students from a private university in southern Peru. Methodology: The research employed a correlational and descriptive design, using two validated instruments to measure the variables. Results: Results showed a positive and statistically significant correlation between information competencies and research attitudes (ρ = 0.262; p = 0.000), particularly in the dimensions of scientific interest and perception of the teacher's role. No significant relationship was found with the dimension of scientific training. Conclusions: The conclusions highlight the importance of integrating information literacy transversally into university curricula, along with active pedagogical strategies and strong faculty support. Furthermore, the study offers recommendations for improving curriculum design, teacher development, and institutional research culture. This research contributes context-specific evidence to support future educational innovations and empirical studies within Latin American higher education.
Downloads
References
Almenara, J. C. y Rodríguez, A. P. (2020). La evaluación de la educación virtual: las e-actividades. Revista Iberoamericana de Educación a Distancia, 24(2), 169-188. https://doi.org/10.5944/ried.24.2.28994 DOI: https://doi.org/10.5944/ried.24.2.28994
Araoz, E. G., Ramos, N. A., Valverde, Y. P. y Herrera, R. Q. (2024). Explorando la actitud hacia la investigación científica en estudiantes universitarios peruanos: Un estudio transversal. Salud, Ciencia y Tecnología - Serie de Conferencias. https://doi.org/10.56294/sctconf2024657 DOI: https://doi.org/10.56294/sctconf2024657
Bruce, C. (2004). Information literacy as a catalyst for educational change: A background paper. UNESCO. https://bit.ly/4dKlxBQ
Cabrejos, A. y Montenegro, J. (2017). Nivel de competencias investigativas de los docentes de la Escuela Profesional de Enfermería de la Universidad Señor de Sipán Chiclayo 2016 (Tesis de licenciatura). Universidad Señor de Sipán. https://bit.ly/3KUb15z
Carreño, M. y Méndez, C. (2020). Sistemas de recuperación de información y búsqueda semántica para investigadores. Revista de Investigación, 44(101), e275. https://doi.org/10.3989/redc.2020.4.1794 DOI: https://doi.org/10.3989/redc.2020.4.1794
De la Cruz, P. (2023). Aprendizaje basado en retos para desarrollar competencias digitales en estudiantes de computación de educación superior tecnológica, Lima, 2022 [Tesis de maestría]. Universidad César Vallejo.
De-La-Fuente, J., Sander, P., Putwain, D. y Kauffman, D. F. (2017). The role of personal self-regulation and regulatory teaching in improving university students’ learning approaches and performance. Frontiers in Psychology, 8, 232. https://doi.org/10.3389/fpsyg.2017.00232 DOI: https://doi.org/10.3389/fpsyg.2017.00232
García Sánchez, O. V., Zaldívar Colado, A. y Peña García, G. M. (2022). Formación docente en competencias TIC. RIDE Revista Iberoamericana para la Investigación y el Desarrollo Educativo, 13(25). https://bit.ly/3WvU8xj DOI: https://doi.org/10.23913/ride.v13i25.1370
García García, M. Á., Muñoz-Repiso, A. G.-V. y Arévalo Duarte, M. A. (2022). Competencias digitales de los docentes en formación: Dimensiones y componentes que promueven su desarrollo. Civilizar Ciencias Sociales y Humanas, 22(42), e20220105. https://bit.ly/3V47o1l DOI: https://doi.org/10.22518/jour.ccsh/20220105
González, L. (2020). Competencias informacionales en estudiantes universitarios: Un reto permanente. Revista Educación y Sociedad, 18(2), 55-72. https://www.redalyc.org/pdf/647/64770304.pdf
Guzmán, R. y Duarte, P. (2019). Competencias informacionales y rendimiento académico en educación superior. Estudios Pedagógicos, 45(3), 89-102. https://lc.cx/O9aeLl
Gutiérrez, M., Hernández, R. y Medina, F. (2019). Estudio sobre la motivación hacia la investigación en estudiantes universitarios. Revista Iberoamericana de Evaluación Educativa, 12(1), 45-60. https://bit.ly/3WfOew8
Head, A. J. y Eisenberg, M. B. (2010). Truth be told: How college students evaluate and use information in the digital age. Project Information Literacy. https://bit.ly/3y7hVaW DOI: https://doi.org/10.2139/ssrn.2281485
Hurtado-Mazeyra, A., Núñez-Pacheco, R., Barreda-Parra, A., Guillén-Chávez, E. y Turpo-Gebera, O. (2022). Digital competencies of Peruvian teachers in basic education. Frontiers in Education, 7. 1058653. https://doi.org/10.3389/feduc.2022.1058653 DOI: https://doi.org/10.3389/feduc.2022.1058653
Kuhlthau, C. C. (2004). Seeking meaning: A process approach to library and information services. Libraries Unlimited.
López, R. y Martínez, M. (2020). Actitud hacia la investigación y estrategias docentes en entornos virtuales. Educación y Tecnología, 12(2), 34-49. https://lc.cx/owyrpm
Lloyd, A. (2005). Information literacy: Different contexts, different concepts, different truths? Journal of Librarianship and Information Science, 37(2), 82-88. https://doi.org/10.1177/0961000605055355 DOI: https://doi.org/10.1177/0961000605055355
Marciales Vivas, G. P., González Niño, L., Castañeda Peña, H. y Barbosa Chacón, J. W. (2007). Competencias informacionales en estudiantes universitarios: Una reconceptualización. Universitas Psychologica, 7(3), 643-654. https://bit.ly/3wH08ev
Ocaña-Fernández, Y., Valenzuela-Fernández, L. y Morillo-Flores, J. (2020). La competencia digital en el docente universitario. Propósitos y Representaciones, 8(1), e455. https://bit.ly/4bxHMbT DOI: https://doi.org/10.20511/pyr2020.v8n1.455
Palacios, G. M., Intriago, J. C. y Pita, I. G. (2021). Desarrollo de competencias informacionales en la educación superior. REHUSO, 6(Especial). https://bit.ly/3WWOXn6 DOI: https://doi.org/10.33936/rehuso.v6iEspecial.3794
Portocarrero, J. y De La Cruz, G. (2006). Escala de actitudes hacia la investigación científica. Editorial Universitaria.
Ruiz, J. y Padilla, J. (2021). Herramientas tecnológicas en las competencias digitales. Universidad César Vallejo. https://bit.ly/3wKYiaN
Sáez, J. (2015). Actitud investigadora en la educación superior: Desarrollo y evaluación. Revista Electrónica de Investigación Educativa, 17(3), 79-90. https://bit.ly/3WhzE45
Turpo-Gebera, O., Pérez-Zea, A., Pérez-Postigo, G., y Merly, L. (2021). Cultura en universidades peruanas: estudio de caso. Revista Venezolana de Gerencia, 26(93), 318-333. https://doi.org/10.52080/rvg93.14 DOI: https://doi.org/10.52080/rvg93.14
Turpo-Gebera, O., Pérez-Postigo, G., Diaz-Zavala, R., Venegas-Mejía, V. y Esquivel Grados, J. (2023). Competencias informacionales en la formación inicial del profesorado de una universidad peruana. Human Review. International Humanities Review, 16(4). https://doi.org/10.37467/revhuman.v16.4994 DOI: https://doi.org/10.37467/revhuman.v16.4994
UNESCO. (2017). Educación 2030: Marco de acción para la implementación del Objetivo de Desarrollo Sostenible 4. https://bit.ly/3Xyr8UK
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Paola Huarca Flores
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Non Commercial, No Derivatives Attribution 4.0. International (CC BY-NC-ND 4.0.), that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
