Cotrina Lisseth Katherine Chuquitucto, Ramos Farroñán Emma Verónica, Ballesteros Marco Agustín Arbulú, Valle María de Los Ángeles Guzmán, Castillo Julie Catherine Arbulú, Chilicaus Gary Christiam Farfán, Licapa-Redolfo Gladys Sandi, Otazú Christian David Corrales, Miranda Sarita Jessica Apaza
Instituto de Investigación en Ciencias y Tecnología, Universidad César Vallejo, Campus Chepén-Chiclayo, Trujillo 13001, Peru.
Escuela de Ingeniería de Sistemas, Universidad Tecnológica del Perú, Lima 15046, Peru.
Behav Sci (Basel). 2025 Apr 12;15(4):515. doi: 10.3390/bs15040515.
In recent years, the academic research landscape in La Libertad, Peru, has been characterized by a limited and uneven scientific output among institutions and faculty members. Factors such as an excessive workload, insufficient resources, and inadequate training in research methodologies have hindered the development of a robust research culture. Understanding the attitudes of faculty members toward research is crucial for enhancing scientific production within the university setting. The aims of this study were (1) to comparatively analyze faculty's attitudes toward research in La Libertad, considering their sociodemographic characteristics, and (2) to examine these attitudes across five key dimensions: personal perception, capabilities and training, evaluation, challenges, and collaboration and methodology in research. A sample of 110 university teachers from Chepén, Piura, Trujillo, and Chiclayo participated in a structured questionnaire survey. Descriptive statistics were calculated, and comparative analyses were conducted via the Mann-Whitney U test and the Kruskal-Wallis test. The results revealed significant differences in attitudes toward research on the basis of gender, age, and teaching experience across various dimensions. Personal perceptions of research varied significantly across all three sociodemographic factors. Research skills and training showed disparities by gender and teaching experience but not by age. The valuation of research differed by gender and teaching experience but not by age. The challenges in research varied by age but not by gender or experience. Collaboration and methodology differed by gender and teaching experience but not by age. This study contributes to our understanding of the research attitudes in higher education by highlighting the complex interplay of sociodemographic factors. These findings have implications for developing personalized professional development strategies and targeted interventions to enhance research skills, improve the valuation of research, and address age-specific challenges in the research process.
近年来，秘鲁自由省的学术研究领域呈现出机构和教职员工的科研产出有限且不均衡的特点。诸如工作量过大、资源不足以及研究方法培训不足等因素阻碍了强大科研文化的发展。了解教职员工对研究的态度对于提升大学环境中的科研产出至关重要。本研究的目的是：（1）比较分析自由省教职员工对研究的态度，同时考虑他们的社会人口统计学特征；（2）从个人认知、能力与培训、评估、挑战以及研究中的合作与方法这五个关键维度审视这些态度。来自切彭、皮斯科、特鲁希略和奇克拉约的110名大学教师参与了一项结构化问卷调查。计算了描述性统计数据，并通过曼-惠特尼U检验和克鲁斯卡尔-沃利斯检验进行了比较分析。结果显示，在各个维度上，基于性别、年龄和教学经验，对研究的态度存在显著差异。在所有这三个社会人口统计学因素方面，对研究的个人认知差异显著。研究技能和培训在性别和教学经验方面存在差异，但在年龄方面没有差异。对研究的评价在性别和教学经验方面存在差异，但在年龄方面没有差异。研究中的挑战在年龄方面存在差异，但在性别或经验方面没有差异。合作与方法在性别和教学经验方面存在差异，但在年龄方面没有差异。本研究通过突出社会人口统计学因素的复杂相互作用，有助于我们理解高等教育中的研究态度。这些发现对于制定个性化的专业发展策略和有针对性的干预措施具有启示意义，以提高研究技能、改善对研究的评价，并应对研究过程中特定年龄的挑战。
