Conceptual Appropriation and Perceived Skills in Formative Research Among University Students

Abstract

Formative research is an essential component of higher education, aimed at developing research competencies in students, with an emphasis on critical thinking, academic autonomy, and analytical capacity. Its purpose is not the production of original knowledge but the systematic preparation for research activity. Within this framework, the objective of this study is to analyze how conceptual appropriation, which encompasses theoretical, methodological, procedural, and normative knowledge, is related to students’ perceived research skills. This study is grounded in the imperative of fostering higher education that cultivates critical, autonomous, and ethically responsible researchers. For this purpose, a quantitative methodology was used, with a non-experimental and correlational design, applying a census sampling to 10,536 students from a higher education institution. Data were collected through a structured survey on conceptual appropriation and perceived research skills. After the removal of inconsistent records, the data were processed statistically using non-parametric tests, particularly Spearman’s correlation, due to the non-normal distribution of the variables. The results reveal strong and significant correlations between conceptual appropriation and key research skills such as hypothesis formulation, critical thinking, and motivation for research, demonstrating that greater conceptual mastery promotes a more solid and engaged research training. These findings reinforce the need to systematically and progressively integrate research content into the university curriculum, fostering an authentic, reflective, and contextualized education.

1. Introduction

Research constitutes a fundamental pillar in university education, as it enhances the acquisition of knowledge, the development of critical thinking, analytical capacity, and academic autonomy (Campos-Ugaz et al., 2022; Cutillas et al., 2023). This academic practice enables students to address complex problems through a methodical and reflective approach, thereby strengthening their role as agents of social transformation (Asis et al., 2022). In this context, conducting research entails the systematic pursuit of provisional truths aimed at generating new knowledge, expanding the boundaries of understanding, and fostering an academic education that remains connected to real-world issues (Olazabal, 2020).

Within this framework, formative research has emerged as a key component of higher education by prioritizing the progressive development of research competencies rather than the production of original knowledge. These competencies encompass technical, cognitive, attitudinal, and methodological skills that enable students to interpret and apply knowledge critically and contextually (Ceron et al., 2020; Enriquez et al., 2023). From the early stages of academic training, this approach encourages the critical appropriation of existing knowledge and fosters the development of core skills such as observation, analysis, problem formulation, and the search for contextually relevant solutions (Valencia et al., 2015; Turpo-Gebera et al., 2020).

Consequently, universities bear the responsibility of preparing professionals capable of linking theory with practice through systematic research processes that directly impact their immediate context (Salguero-Rosero & Pérez, 2023). This entails a commitment to consolidate formative research as a pedagogical strategy that reinforces research competencies from the early stages of academic training (Valencia et al., 2015).

Thus, formative research represents a strategic approach in higher education that promotes the development of skills related to the search, analysis, and application of knowledge—skills that are essential in both academic and professional contexts. This approach prioritizes active learning centered on the student, with the guidance of an instructor acting as a facilitator. It also fosters specialization, collaborative work, and participation in research groups and student research collectives (“semilleros”), thereby contributing to the consolidation of a scientific culture from the beginning of the educational process (Latorre et al., 2024).

Despite advances in incorporating formative research into academic curricula, significant gaps persist in the literature. Various studies have examined students’ attitudes toward research and their levels of motivation; however, there is a lack of research exploring how conceptual appropriation understood as the assimilation of theoretical, methodological, procedural, and normative knowledge is directly related to the development of students’ perceived research skills. This relationship has been insufficiently studied, particularly in Latin American contexts, and even less so in Ecuadorian institutions.

The absence of empirical studies examining this connection represents a significant gap, given that understanding this articulation could enhance teaching and learning processes aimed at developing research capacity. Therefore, it is necessary to advocate for greater emphasis on conceptual appropriation and for the systematic assessment of perceived skills as key elements in consolidating a comprehensive, reflective, and context-based research education.

In this context, the present study aims to analyze the relationship between conceptual appropriation and university students’ perceived research skills. Specifically, this study seeks, first, to determine the extent to which students master fundamental concepts related to academic research, including methodological, structural, and citation knowledge. Second, it aims to identify the level of development of students’ perceived skills during the research process, considering cognitive, methodological, and attitudinal dimensions. Based on this information, this study ultimately seeks to establish the nature of the relationship between conceptual appropriation and perceived research skills in order to understand how these two components interact in the construction of research competencies within the university setting.

Hypotheses and Research Questions

This section presents the hypotheses and research questions that guide the development of the present study.

General Hypothesis:

• H₁ (Alternative Hypothesis): There is a significant (strong or very strong) correlation between conceptual appropriation and the perceived research skills of the students of the analyzed Higher Education Institution during the 2024–2025 academic period.
• H₀ (Null Hypothesis): There is no significant (strong or very strong) correlation between conceptual appropriation and the perceived research skills of the students of the analyzed Higher Education Institution during the 2024–2025 academic period.

The specific hypotheses that further explore this proposition are available in the Supplementary Materials of this study.

Based on these assumptions, the following research questions are proposed:

• What is the level of development of students’ perceived skills in the research process, considering cognitive, methodological, and attitudinal aspects?
• What is the level of development of students’ perceived skills in the research process, considering cognitive, methodological, and attitudinal dimensions?
• What is the relationship between conceptual appropriation and perceived research skills among university students?

These questions enable a comprehensive approach to the object of study, facilitating the analysis of both theoretical knowledge and practical competencies that shape the formative research process within the university context.

2. Literature Review

Research within the university setting takes on various forms, among which formative research and scientific research stand out. Formative research is primarily aimed at undergraduate students and seeks to develop their research competencies through both curricular and extracurricular activities. In contrast, scientific research is focused on the work of faculty and researchers who generate new knowledge through formal disciplinary or interdisciplinary research projects (Esquivel-Grados et al., 2023).

Espinoza et al. (2016) suggest that formative research aims to familiarize students with the research process, not necessarily through formal projects, but through experiences that promote understanding of its stages and dynamics. Its goal is to train students in and for research based on the principle of learning by doing. The development of research competencies is progressive and built through consistent practice. According to Hunter et al. (2007), prior knowledge about how to conduct research is fundamental for acquiring both academic and professional skills.

In this way, formative research not only develops students’ research capacities, but also contributes—as noted by Buenaño and Cáceres (2025)—to fostering a research culture, promoting scientific vocations, and training community leaders. This modality also seeks to empower individuals to make informed decisions in social, environmental, and political spheres, contributing to the construction of a more critical and participatory society. Formative research, therefore, not only strengthens academic knowledge but also supports social commitment and the comprehensive development of individuals.

Accordingly, research training must be understood as a cross-cutting process involving all subjects in the curriculum, aimed at developing scientific competencies, ethical values, and critical appropriation of knowledge. This formative process is not limited to a single course, but must be coherently integrated into every academic space. A student in training as a researcher should be capable of establishing causal relationships (depth), analyzing phenomena from multiple dimensions (breadth), approaching them through various disciplines (variety), and applying knowledge in new contexts (transfer), which ensures critical and flexible thinking in response to professional challenges (Márquez-Valdés et al., 2023).

Regarding the study variables, conceptual appropriation refers to the process through which individuals internalize and understand abstract, generalized knowledge—particularly scientific concepts—that go beyond direct, observable experiences (Castro, 2017). This concept has its roots in sociocultural theories of learning, particularly in the contributions of Lev Vygotsky.

From this perspective, knowledge is actively constructed through social interaction and language as a mediating tool. Appropriation implies that the student assimilates, reconfigures, and integrates concepts into their own thinking and actions (Vygotsky & Cole, 1978; Wertsch, 1991). This process involves not only accepting and memorizing a concept’s definition, but also understanding its relationships, applications, and generalizations, enabling the individual to use that knowledge actively and meaningfully in various contexts to achieve goals and solve complex problems (Chen & Li, 2021).

In the educational context, this view emphasizes the importance of creating environments where knowledge is built collectively and contextualized, allowing students to develop deep and meaningful understanding. Specifically, in the realm of research training, conceptual appropriation refers to the process through which students internalize and critically apply the epistemological, methodological, and ethical foundations of the research process.

Meanwhile, according to Castro (2017), perceived skills refer to students’ awareness of their own cognitive, metacognitive, psychomotor, and socio-affective abilities related to research. This self-awareness enables them to make decisions, plan, and regulate their learning, promoting meaningful and lasting processes. These skills are especially linked to metacognitive abilities, as they facilitate the control and management of learning processes.

Such skills are fundamental components of scientific research and relate to students’ self-evaluations of their research competencies. They can be understood as implicitly contributing to the development of broader research abilities. Acquiring these competencies is essential for students to formulate hypotheses, critically analyze data, and make informed decisions based on their investigations (Adedokun et al., 2013).

Several studies have explored the relationship between research skills and competencies among university students, providing a relevant framework for understanding conceptual appropriation and the development of perceived research abilities. Asis et al. (2022) indicate that formative research aims to cultivate cognitive skills in students, such as analysis, problem-solving, and critical thinking as well as communicative and attitudinal competencies essential to the investigative process. This initial training promotes creativity, understanding of the stages of research, and the ability to generate socially relevant knowledge. To implement this, universities employ strategies such as problem-based learning, research groups (“semilleros”), pre-professional practices, thesis projects, and institutional research initiatives.

Corona (2023) states that research skills in higher education are shaped by students’ self-perception, academic experiences, and contextual factors. These skills, which relate to different stages of the research process, are approached through frameworks such as constructivism and competence-based education. Although there is no single model for their development, various guidelines have been proposed, emphasizing the need to reinforce them as a central axis of formative research.

Similarly, Sánchez-Carlessi (2017) emphasizes that research competencies must be systematically developed throughout university education, as they constitute essential skills to professionally support any discipline. These competencies include methodological, statistical, and scientific writing knowledge, as well as abilities such as observation, analysis, interpretation, and synthesis of information.

Likewise, a study by Venegas et al. (2019) conceptualizes formative research as a means for integrating scientific knowledge into students’ learning, with the goal of developing capacities oriented toward knowledge management. This approach involves strengthening research competencies through the development of skills such as interpretation, analysis, and information synthesis, as well as the identification of unresolved problems, critical thinking, observation, description, and comparison. All these abilities, when integrated with theoretical, methodological, and attitudinal knowledge, are essential to consolidating a robust, reflective, and contextually grounded research education in higher education.

More specifically, and in an applied context, Valle et al. (2022), in their study on the relationship between soft skills and formative research in Basic Education students at the National University of Loja, used a quantitative, cross-sectional, and correlational descriptive approach with a sample of 28 students. The results showed that soft skills such as leadership, teamwork, and problem-solving positively influence academic performance and the acquisition of research competencies. However, they emphasized that skills such as ethical communication need reinforcement, suggesting the need for strategies to strengthen these competencies in professional training.

Similarly, Barrios and Delgado (2020) analyzed university students’ attitudes toward research using a questionnaire that organized results into four dimensions: research skills, positive and negative attitudes toward research, and perceived obstacles. Their findings revealed that while most students value key skills like APA formatting and academic writing, 36.3% expressed a neutral or negative attitude toward research—a trend that decreases as students progress in their studies. The study also identified obstacles such as lack of support and resistance to certain topics, which affect students’ predisposition toward research.

In another study, Siamian et al. (2016) evaluated students’ attitudes toward research at a medical sciences university. Using the Attitudes Toward Research (ATR) Scale, they measured aspects such as usefulness, anxiety, and relevance to daily life. Despite a generally positive attitude toward research, results indicated limited knowledge in the area, reflected in low participation in research methodology workshops and difficulties in accessing and evaluating information resources. This study highlights the need to strengthen specific research knowledge to improve students’ competence and confidence in this field.

Based on the literature review, it can be reflected that although formative research has been recognized as a strategic component in higher education for its capacity to develop research competencies and skills in students, conceptual and practical gaps still persist that justify further investigation. Evidence suggests that many students face difficulties in meaningfully integrating the theoretical, methodological, and attitudinal foundations of the research process, which affects conceptual appropriation and limits the full development of their perceived abilities.

While institutional efforts have been made to incorporate research from early stages of academic training, the outcomes do not always reflect a comprehensive formation that effectively integrates knowledge, practice, and context. Furthermore, negative or indifferent attitudes toward research, low participation in formative spaces, and limitations in soft skills such as ethical communication or collaborative work highlight the need to rethink existing pedagogical strategies. Consequently, it is essential to identify how conceptual appropriation and perceived research skills are related in order to contribute to the improvement of formative processes, foster a stronger scientific culture, and prepare professionals capable of addressing contemporary challenges with critical thinking, autonomy, and social commitment.

3. Materials and Methods

This research was conducted under a quantitative, non-experimental, correlational approach, with the objective of analyzing the relationship between conceptual appropriation and the development of perceived skills within the context of formative research. This study is framed within a cross-sectional research design, as data were collected at a single point in time during the 2024–2025 academic period. This choice is justified by the fact that the questionnaire items are based on students’ self-perceptions rather than on external evaluations, allowing the instrument to be effectively applied in a single administration. Furthermore, this design facilitates a diagnostic view of the level of conceptual appropriation and perceived research skills, and is suitable for identifying relationships between variables without requiring longitudinal follow-up.

3.1. Population and Sample

The present study was based on a census sampling approach, meaning that it included the entire population of enrolled students of the university under study (10,536 students). This methodological decision was grounded in two main considerations. First, as this is the first institutional study of its kind, it was deemed essential to obtain a broad and comprehensive view of the current state of conceptual appropriation and research skills across all levels of academic training. Including the entire student population allows for increased accuracy of the results and reduces the risk of bias associated with selecting a specific sample.

Second, various methodological studies highlight that, when feasible, working with the full population yields results with greater representativeness and internal validity, thereby enhancing the robustness of the findings and enabling the development of more reliable institutional diagnoses. Therefore, the choice of a census as the sampling strategy was guided by the goal of obtaining more precise and useful data to inform decision-making processes in the field of university-level research training.

3.2. Techniques and Instruments

In the initial phase, a literature review was carried out, focusing on formative research, assessment approaches, and applicable metrics in university settings. As part of this review, the instrument proposed by Castro (2017) was identified, which evaluates students’ attitudes toward formative research. This questionnaire had previously been validated in the Colombian context, yielding a Cronbach’s alpha coefficient of 0.827, indicating high reliability in its original application.

To verify the instrument’s applicability in the Ecuadorian context, a pilot test was conducted with a preliminary sample of 44 students from the Faculty of Education, Humanities, and Technologies of the university under study. The application was administered via Google Forms without in-person supervision, which may have affected response accuracy. During this phase, a normality analysis and internal reliability assessment were performed, obtaining a Cronbach’s alpha of 0.731, considered acceptable based on standard psychometric criteria. The decrease compared with the original value was attributed to the small sample size and the conditions under which the instrument was applied.

Once the validity of the questionnaire was confirmed, it was administered to the study population. The data collection technique used was a survey, and the instrument applied was a structured questionnaire. This questionnaire included questions related to two main variables: conceptual appropriation and perceived research skills. For the variable conceptual appropriation, the following indicators were considered: knowledge required to conduct research, knowledge of theoretical–methodological approaches, knowledge of the components or sections of a research report, and knowledge of citation practices. For the variable perceived skills, the assessed aspects included the relationship between research and critical thinking, idea generation when observing reality, interest in scientific and technological topics, dedication to learning how to conduct research, ability to formulate hypotheses, writing based on consulted information, acceptance of suggestions from group members, and comprehension of research-related texts.

The questionnaire consisted of 4 items related to conceptual appropriation and 8 items related to perceived research skills, all evaluated using a five-point Likert scale with the following response options: always, almost always, sometimes, almost never, and never.

3.3. Data Collection and Ethical Considerations

To facilitate the administration of the questionnaire, optimize response times, and ensure full coverage of the student population, the instrument was digitized and uploaded to the institutional platform SICOA. This platform, widely used in the university’s academic processes, enabled a massive, controlled, and secure distribution of the questionnaire, ensuring the traceability of submissions and exclusive access for enrolled students. Additionally, the use of the official academic communication system contributed to reinforcing the legitimacy of the process, increasing the participation rate, and minimizing errors associated with manual handling or the use of non-institutional channels.

To minimize social desirability and observer biases, a full blinding procedure was implemented during the data collection phase. Neither the participants were informed of the specific objective of the study, nor did the staff responsible for administering the questionnaire have knowledge of the research hypotheses. This measure ensured that responses were not influenced by the researchers’ expectations or by participants’ awareness of the study’s purpose.

Furthermore, the researchers in charge of statistical analysis had no prior contact or relationship with the participants, ensuring an impartial and objective data processing procedure. This approach safeguards the internal validity of the findings by eliminating the possibility of conscious or unconscious influence from those involved in the study.

3.4. Data Analysis Procedures

Following data collection, a rigorous process of data cleaning and validation was carried out to eliminate incomplete or inconsistent responses. The final dataset was structured into analysis matrices, enabling subsequent statistical processing aimed at interpreting the data and testing the study’s hypotheses. Data analysis was conducted using SPSS software version 30 and RStudio version 4.4.2, applying non-parametric statistical techniques, as normality tests indicated that the variables did not follow a normal distribution. Specifically, Spearman’s rank correlation coefficient was used to examine the relationship between the two main variables.

After data cleaning and processing, a total of 32 bivariate correlations were executed between items across both variables, allowing for a detailed analysis of specific associations between conceptual indicators and students’ self-reported skills. For each correlation, the corresponding Spearman’s coefficient (ρ) and its statistical significance level (p < 0.05) were calculated, which enabled the identification of significant relationships and the strength of association between the analyzed indicators.

3.5. Validity and Reliability

The validity of the study is primarily supported by the coherence between the re-search objectives, the theoretical framework, and the methodological design employed. The construction of the instrument was based on conceptual categories widely recognized in the academic literature on conceptual appropriation and formative research, which ensures theoretical content validity. Additionally, the questionnaire underwent a preliminary pilot testing process to verify its clarity and relevance, allowing for necessary adjustments before its final application. Internal validity was strengthened by employing a quantitative, correlational, non-experimental, and cross-sectional design, which made it possible to identify significant associations between the variables under study. Moreover, the Shapiro–Wilk test was used to verify the non-normality of the data, which justified the use of Spearman’s rank correlation coefficient as an appropriate statistical technique to ensure the statistical validity of the results. These procedures collectively support the conclusion that the study possesses an adequate level of validity to fulfill its research objectives.

4. Results

Once the surveys were administered to the students, the collected data were processed and organized in order to analyze, in a structured manner, the perceptions related to the study variables.

Table 1. Responses on conceptual appropriation.

Variable	Indicator	Question	Always		Almost Always		Sometimes		Almost Never		Never
Conceptual appropriation	Knowledge about how to conduct research	I have the necessary knowledge to conduct research	1639	16%	3073	29%	4478	42%	939	9%	407	4%
	Knowledge of theoretical–methodological approaches	I identify the different theoretical–methodological approaches in research	1428	14%	2866	27%	4661	44%	1150	11%	431	4%
	Knowledge of research report components	I identify the components or sections of a research report	1682	16%	3076	29%	4400	42%	982	9%	396	4%
	Knowledge of citation practices	I cite the authors I have consulted when writing an academic paper	3534	33%	2755	26%	3104	29%	795	8%	384	4%

presents the results obtained for the variable conceptual appropriation, which includes various indicators that reflect the level of knowledge students report having acquired regarding fundamental aspects of research. These data allow for the identification of trends in students’ understanding and mastery of key concepts essential for the development of research competencies within the framework of formative research, and serve as the foundation for the subsequent correlational analysis.

4.1. Students’ Level of Conceptual Appropriation

The results highlight several key findings that reflect both strengths and weaknesses in students’ research knowledge. One of the most notable strengths is observed in academic citation practices, where 33% of respondents report that they always cite the authors they have consulted when writing a paper, and 26% state that they do so almost always. This outcome suggests a significant awareness of the importance of academic ethics and respect for intellectual property rights, making this the indicator with the highest level of conceptual appropriation among those analyzed.

In contrast, a considerable weakness is evident in the knowledge of theoretical–methodological approaches, as 44% of students report that they are only sometimes able to identify such approaches, while 11% admit they rarely or never can. This is a concerning issue, given that mastering theoretical and methodological frameworks is essential to properly support a research project.

Similarly, the results show that 42% of participants indicate they only sometimes possess the necessary knowledge to conduct research. This reflects a lack of confidence or consolidation in the fundamental aspects of the research process. The same percentage appears in the recognition of research report components, where students also indicate that they identify these elements only occasionally, suggesting a gap in structural skills for the production of scientific work.

These findings reveal that, although there are notable advances in citation ethics, significant gaps persist in the methodological and structural domains of research. If not addressed through more comprehensive training strategies, these weaknesses could compromise the quality and rigor of academic work.

4.2. Students’ Perceived Skill Level

In

Table 2. Responses on perceived research skills.

Variable	Indicator	Question	Always		Almost Always		Sometimes		Almost Never		Never
Perceived skills	Relationship between research and critical thinking	Research is related to critical thinking	3249	31%	3257	31%	3183	30%	561	5%	286	3%
	Idea generation through observation of reality	When I observe reality, research ideas come to mind	2107	20%	2974	28%	4267	41%	868	8%	320	3%
	Interest in scientific and technological topics	I enjoy reading about science or technology topics	1966	17%	2738	26%	4750	45%	938	9%	324	3%
	Commitment to learning about research	I devote part of my time to learning how to do research	1489	14%	2334	22%	4865	46%	1443	14%	405	4%
	Ability to formulate hypotheses	I have the ability to formulate hypotheses	1502	14%	2427	23%	4955	47%	1269	12%	383	4%
	Writing based on consulted sources	I write about topics I have researched or consulted	1518	15%	2228	21%	4556	43%	1707	16%	527	5%
	Acceptance of group suggestions	I accept suggestions from my groupmates	2920	27%	3243	31%	3467	33%	618	6%	288	3%
	Comprehension of research texts	I have difficulty understanding documents/texts/publications on research topics	1255	12%	889	18%	5201	49%	1671	16%	520	5%

, the results related to the variable perceived skills are presented. This variable reflects the level of research competencies that students believe they have developed as part of their academic training. It includes dimensions such as hypothesis formulation, problem identification, critical thinking, analytical capacity, and collaborative work disposition, among others.

The results highlight that one of the most developed indicators is the perceived relationship between research and critical thinking. A total of 31% of respondents stated that they always recognize this relationship, and another 31% indicated that they almost always do so. This suggests a high valuation of critical thinking as an integral part of the research process.

Another positive aspect is observed in the acceptance of group suggestions, with 27% of respondents reporting that they always accept suggestions from their peers, and 31% stating that they do so almost always. This reflects a clear willingness to engage in collaborative work, which is essential in academic and research settings.

However, significant weaknesses are evident in several areas. For example, regarding the formulation of hypotheses, 47% of students indicated that they only sometimes feel capable of doing so, while an additional 16% reported that they rarely or never feel capable. This points to a deficit in the understanding and application of a key component of the scientific method. Similarly, commitment to learning about research is low: only 14% of participants reported that they always devote time to learning how to conduct research, and 46% do so only sometimes. This limited engagement may hinder the sustained development of research skills.

Finally, 49% of respondents acknowledged that they sometimes have difficulty understanding scientific texts or documents, and an additional 21% reported that this rarely or never happens. This finding suggests a significant limitation in specialized reading comprehension, a skill that is essential for rigorous academic work.

In general, the results show that while students demonstrate a positive attitude toward collaboration and critical thinking, persistent difficulties remain in core skills such as hypothesis formulation, sustained commitment to research learning, and comprehension of specialized texts. These findings point to priority areas that should be strengthened in research training processes.

4.3. Correlation Between Conceptual Appropriation and the Development of Perceived Skills

Once the data collected through the surveys were processed and organized, Spearman’s rank correlation was applied. This is a non-parametric statistical technique used to measure the degree of association between two ordinal variables (Miller, 2013). This method is particularly useful when the data do not follow a normal distribution, and it allows researchers to identify whether a monotonic relationship exists between variables—in other words, whether one variable tends to increase or decrease consistently with the other.

To perform the correlation analysis, the ordinal scale responses were converted into numerical values for statistical processing: a value of 5 was assigned to “always,” 4 to “almost always,” 3 to “sometimes,” 2 to “almost never,” and 1 to “never.” However, in the case of the item related to the difficulty in understanding research texts, since it is a negatively worded question, the scale was reversed: “always” was scored as 1 and “never” as 5. This inversion was implemented to ensure consistency in the interpretation of the results, so that higher values would uniformly represent better performance or perception across all analyzed indicators.

4.3.1. Correlations Between Knowledge About How to Conduct Research and Perceived Skills

Table 3. Correlation results between knowledge about how to conduct research and perceived skills.

Variable 1: Conceptual Appropriation	Variable 2: Perceived Skills	Spearman Correlation	Interpretation
Knowledge about how to conduct research	Ability to formulate hypotheses	0.582	The correlation is strong, and is highly significant (p = 0).
	Interest in scientific and technological topics	0.572	The correlation is strong, and is highly significant (p = 0).
	Idea generation through observation of reality	0.568	The correlation is strong, and is highly significant (p = 0).
	Commitment to learning about research	0.557	The correlation is strong, and is highly significant (p = 0).
	Writing based on consulted sources	0.530	The correlation is strong, and is highly significant (p = 0).
	Relationship between research and critical thinking	0.513	The correlation is strong, and is highly significant (p = 0).
	Acceptance of group suggestions	0.510	The correlation is strong, and is highly significant (p = 0).

presents the most relevant correlation results between the knowledge for research dimension and various research skills perceived by the students. Only associations that reached a strong and statistically significant level are reported. The indicator knowledge for research refers to students’ understanding of the fundamental principles and processes involved in academic research.

The correlations obtained are positive, strong, and statistically significant (p = 0), indicating a consistent association between research knowledge and the development of perceived competencies. The highest coefficient corresponds to the relationship between knowledge for research and the ability to formulate hypotheses (ρ = 0.582), followed by affinity for scientific and technological topics (ρ = 0.573) and the ability to generate ideas based on the observation of reality (ρ = 0.568). Other notable correlations include dedication to learning about research (ρ = 0.557), writing based on consulted sources (ρ = 0.530), the link between critical thinking and research (ρ = 0.514), and openness to group suggestions (ρ = 0.510).

These findings suggest that a stronger conceptual understanding of how to conduct research is associated with key cognitive and attitudinal skills. In particular, research knowledge enhances the ability to formulate hypotheses, stimulates motivation toward scientific topics, and fosters creativity in observing and interpreting reality. Additionally, it positively influences engagement in the research process, evidence-based academic writing, critical thinking, and collaborative work. Taken together, these results highlight the importance of effectively integrating theoretical content into university-level research training.

4.3.2. Correlations Between Knowledge of Theoretical–Methodological Approaches and Perceived Skills

Table 4. Correlation results between knowledge of theoretical–methodological approaches and perceived skills.

Variable 1: Conceptual Appropriation	Variable 2: Perceived Skills	Spearman Correlation	Interpretation
Knowledge of theoretical–methodological approaches	Ability to formulate hypotheses	0.606	The correlation is strong, and is highly significant (p = 0).
	Idea generation through observation of reality	0.590	The correlation is strong, and is highly significant (p = 0).
	Interest in scientific and technological topics	0.590	The correlation is strong, and is highly significant (p = 0).
	Commitment to learning about research	0.585	The correlation is strong, and is highly significant (p = 0).
	Writing based on consulted sources	0.557	The correlation is strong, and is highly significant (p = 0).
	Relationship between research and critical thinking	0.525	The correlation is strong, and is highly significant (p = 0).
	Acceptance of group suggestions	0.522	The correlation is strong, and is highly significant (p = 0).

presents the most relevant correlations between the indicator knowledge of theoretical–methodological approaches and various dimensions of students’ perceived research skills. This indicator refers to the extent of students’ understanding of the theoretical foundations that underpin scientific research, as well as their familiarity with the methods, techniques, and procedures that guide the development of a research process.

The results reveal strong and statistically significant correlations, with the highest being the relationship between knowledge of theoretical–methodological approaches and the ability to formulate hypotheses (ρ = 0.606). Other notable correlations include the generation of ideas based on the observation of reality (ρ = 0.591), interest in scientific and technological topics (ρ = 0.590), and dedication to learning about research (ρ = 0.586). Additional relevant associations are found with writing based on consulted information (ρ = 0.557), the relationship between research and critical thinking (ρ = 0.526), and acceptance of group suggestions (ρ = 0.522).

These findings indicate that a higher level of understanding of theoretical–methodological approaches is linked to essential research skills, both technical and cognitive–attitudinal. The ability to formulate coherent hypotheses emerges as a particularly influenced skill, given its central role in structuring the research process. Moreover, methodological appropriation fosters creativity, motivation for scientific knowledge, active involvement in learning, and collaborative attitudes. Altogether, these results reinforce the importance of strengthening the theoretical–methodological component in the university curriculum as a foundation for comprehensive, critical, and contextualized research training.

4.3.3. Correlations Between Knowledge of Research Report Components and Perceived Skills

Table 5. Correlation results between knowledge of research report components and perceived skills.

Variable 1: Conceptual Appropriation	Variable 2: Perceived Skills	Spearman Correlation	Interpretation
Knowledge of research report components	Ability to formulate hypotheses	0.597	The correlation is strong, and is highly significant (p = 0).
	Interest in scientific and technological topics	0.591	The correlation is strong, and is highly significant (p = 0).
	Idea generation through observation of reality	0.590	The correlation is strong, and is highly significant (p = 0).
	Commitment to learning about research	0.563	The correlation is strong, and is highly significant (p = 0).
	Writing based on consulted sources	0.522	The correlation is strong, and is highly significant (p = 0).
	Relationship between research and critical thinking	0.565	The correlation is strong, and is highly significant (p = 0).
	Acceptance of group suggestions	0. 554	The correlation is strong, and is highly significant (p = 0).

presents the correlations between the indicator knowledge of research report components and various dimensions of students’ perceived research skills. This indicator refers to the students’ level of understanding of the formal structure of a research paper, including elements such as the introduction, theoretical framework, methodology, results, discussion, and conclusions.

The results show strong and statistically significant correlations. The highest is observed between knowledge of report components and the ability to formulate hypotheses (ρ = 0.598), followed by interest in scientific and technological topics (ρ = 0.591) and the generation of ideas based on the observation of reality (ρ = 0.591). Other relevant correlations are reported with the relationship between research and critical thinking (ρ = 0.565), dedication to learning about research (ρ = 0.563), and acceptance of group suggestions (ρ = 0.554). Finally, writing based on consulted sources also shows a significant correlation (ρ = 0.523).

These findings demonstrate that understanding the structure of a research report is closely related to essential research skills. First, it facilitates the formulation of scientifically sound hypotheses, showing that structural knowledge influences the design of the research process. It is also associated with motivation toward scientific topics and the ability to generate ideas through observation of the environment, reflecting a positive effect on research creativity. The associations with critical thinking, dedication to research learning, and openness to group feedback indicate that this type of knowledge also promotes academic engagement, reflection, and collaborative work. Lastly, its relationship with evidence-based writing suggests that clear understanding of report components enhances the quality and coherence of academic writing. Overall, the results underscore the need to strengthen this knowledge from the early stages of research training to support a solid, critical, and contextualized academic practice.

4.3.4. Correlations Between Knowledge of Citations and Perceived Research Skills

Table 6. Correlation results between knowledge of citation practices and perceived research skills.

Variable 1: Conceptual Appropriation	Variable 2: Perceived Skills	Spearman Correlation	Interpretation
Knowledge of citation practices	Interest in scientific and technological topics	0.504	The correlation is strong, and is highly significant (p = 0).
	Idea generation through observation of reality	0.523	The correlation is strong, and is highly significant (p = 0).
	Relationship between research and critical thinking	0.621	The correlation is strong, and is highly significant (p = 0).
	Acceptance of group suggestions	0.504	The correlation is strong, and is highly significant (p = 0).

presents the Spearman correlation results between the indicator knowledge of citations part of the conceptual appropriation variable and various dimensions of students’ perceived research skills. This indicator refers to the mastery of rules, criteria, and functions of academic citation as both an ethical and technical practice within the university research process.

The reported correlations are positive and statistically significant. The highest value is observed in the relationship between knowledge of citations and the ability to link research with critical thinking (ρ = 0.622), followed by the generation of ideas based on the observation of reality (ρ = 0.523), interest in scientific and technological topics (ρ = 0.504), and acceptance of group suggestions (ρ = 0.504). These associations reflect a connection between technical knowledge of citation and various cognitive, attitudinal, and collaborative competencies.

The findings indicate that students who master the proper use of citations not only understand their normative function but also develop a more critical and reflective attitude toward knowledge, as evidenced by the strong correlation with critical thinking. This link suggests that citing correctly is not merely a mechanical task, but an intellectual exercise of evaluation and positioning within academic discourse.

Furthermore, knowledge of citations is related to the ability to generate ideas from observation, highlighting a connection between academic rigor and research creativity. Similarly, its association with interest in scientific and technological topics suggests that those who recognize the importance of citation are more inclined to explore complex knowledge domains. Finally, the relationship with acceptance of group suggestions reveals that this competence also reflects an ethical, collaborative attitude and openness to academic dialogue.

These results show that mastering citation norms is not limited to the technical aspect of academic writing, but is part of a broader set of key skills essential for comprehensive, critical, and ethical research training—aligned with the core values of scientific practice.

5. Discussion

The results obtained reveal strong and significant correlations between conceptual appropriation and various perceived research skills, reinforcing the importance of understanding theoretical and methodological foundations as a basis for research performance. Specifically, knowledge of theoretical and methodological approaches is directly related to hypothesis formulation (ρ = 0.606), commitment to research learning (ρ = 0.585), interest in scientific and technological topics (ρ = 0.590), and critical thinking (ρ = 0.525). These findings align with those of Biggs et al. (2022), who state that methodological understanding promotes deeper levels of cognitive processing such as analysis, synthesis, and evaluation, and with Misra et al. (2021), who emphasize that a well-formulated hypothesis is grounded in solid theoretical frameworks and coherent methodologies.

Furthermore, the acceptance of suggestions within the group is significantly correlated with active participation in research processes, consistent with the idea of Rodríguez-Borges et al. (2024), who highlight that collaboration in research groups strengthens the identification of theoretical–methodological approaches, consultation of scientific sources, and commitment to learning. This is supported by Maury et al. (2017), who argue that active engagement in research promotes the construction of meaningful knowledge from an experiential and critical perspective.

One of the study’s most consistent contributions is the confirmation that methodological knowledge serves as a scaffold for the development of critical thinking (ρ > 0.525), reinforcing the idea of Gormally et al. (2012), who found that students with greater mastery of scientific methodologies make more accurate inferences and better assess the validity of information. This is complemented by the argument of González and Estrella (2023), who recognize critical thinking as a core research skill requiring abilities in analysis, interpretation, and data evaluation.

Similarly, the correlation between knowledge of the structure of scientific reports and hypothesis formulation (ρ = 0.597) underscores the importance of academic literacy. This result supports the arguments of Reynolds (2011) and Zollman (2012), who highlight that understanding the textual and argumentative structure of a report enhances the ability to generate coherent, ethical, and rigorous proposals, thus facilitating responsible and relevant scientific production.

The strong association between general knowledge of how to conduct research and the ability to formulate hypotheses (ρ = 0.582) also resonates with Bandura’s (1997) theory of self-efficacy, suggesting that conceptual mastery promotes confidence in one’s research abilities, which positively influences academic performance, especially in tasks requiring high cognitive demand.

In the same vein, academic self-efficacy appears to mediate the relationship between conceptual appropriation and the development of perceived skills. The findings of this study reinforce the thesis of Dixson et al. (2016), which links perceived competence with commitment and active participation in research processes. This suggests that, in addition to technical knowledge, it is essential to strengthen students’ self-confidence to ensure a comprehensive formative process.

A particularly noteworthy relationship is observed between knowledge of citation practices and the acceptance of group suggestions (ρ = 0.504). Although these variables pertain to different dimensions (technical and socio-affective), their association can be interpreted as indicative of an ethical academic attitude and openness to dialogue, as suggested by Corbacho et al. (2021) and Guaman-Quintanilla et al. (2022), who argue that teamwork and ethical interaction are essential components of research training.

When comparing these results with previous literature, a strong alignment is found with the proposals of Espinoza et al. (2016), Hunter et al. (2007), Buenaño and Cáceres (2025), and Sánchez-Carlessi (2017), who assert that formative research should focus on the progressive appropriation of cognitive, methodological, and attitudinal skills. Furthermore, the findings confirm the view that such skills should be developed transversally throughout university education not as isolated activities but as a structural component of the curriculum.

However, the present study offers an added depth by empirically demonstrating that certain technical skills such as hypothesis formulation and adherence to citation standards are significantly related to attitudinal and socio-affective dimensions, such as acceptance of group work. This integration suggests that research training should move beyond the dichotomy between technical and relational aspects, promoting a holistic approach that recognizes students as active, reflective, and social agents.

Regarding discrepancies, it is noteworthy that, unlike studies such as those of Barrios and Delgado (2020) or Siamian et al. (2016), which report negative attitudes or apathy toward research at certain formative stages, this study reveals a high level of interest and involvement among participants. This contrast may be attributed to the specific conditions of the context under investigation, such as the implementation of more active pedagogical strategies or greater exposure to research processes from the early stages of academic training.

Practical Implications and Future Research

The findings highlight the importance of incorporating formative research as a cross-cutting axis in university education. This implies designing instructional strategies that integrate the appropriation of theoretical, methodological, and ethical knowledge, promoting in students the ability to formulate hypotheses, identify problems, and think critically. It is recommended that higher education institutions strengthen faculty training in pedagogical research so that instructors can adequately guide learning based on the scientific method. Furthermore, it is advisable to implement formal learning spaces such as workshops, research seedbeds, or classroom projects that allow students to develop research competencies from early stages and in a progressive manner.

Since this study addressed the relationship between conceptual appropriation and perceived skills in a specific university context, future research could expand the focus to include comparative studies between different institutions, degree programs, or levels of education to identify potential differences in the development of research competencies based on these factors. Additionally, it would be valuable to explore how other factors, such as academic self-efficacy, intrinsic motivation, or teacher support, influence the development of these skills.

The use of longitudinal designs would allow for the analysis of the evolution of research competencies over time, providing a more dynamic and detailed perspective. Furthermore, qualitative studies could complement quantitative findings by offering a deeper understanding of the formative experiences of students and the contextual dynamics that influence their appropriation of knowledge and the development of their research skills.

6. Conclusions

The results of this study confirm the general hypothesis, as a strong, significant, and positive correlation was observed between conceptual appropriation and perceived research skills in formative research among students at the Higher Education Institution during the 2024–2025 period. This finding supports the theoretical assumption that mastering key concepts related to academic research directly influences the development of research competencies, both technical and attitudinal. Therefore, the null hypothesis is rejected, and it is reaffirmed that strengthening conceptual knowledge is essential for consolidating a solid, reflective, and relevant research training.

Regarding the first research question, the findings indicate that students exhibit a moderate to high level of mastery over fundamental concepts related to academic research, particularly in methodological and structural aspects. Knowledge of theoretical–methodological approaches, the components of a research report, and citation norms showed a strong association with other research skills. Although some specific indicators still allow room for improvement, this conceptual appropriation represents a solid foundation for the subsequent development of more complex competencies.

Concerning the second question, the results show that students perceive a significant development of their research skills, especially in cognitive dimensions such as critical thinking, hypothesis formulation, and problem-solving. Progress is also evident in attitudinal aspects, including interest in science and openness to group feedback. These skills reflect not only an active disposition toward research but also a commitment to continuous improvement and academic ethics, reinforcing the formative value of the research process.

Finally, with respect to the third question, the existence of a strong and coherent relationship between conceptual appropriation and perceived research skills is confirmed. This interdependence implies that learning theoretical concepts is not an end in itself but a means to develop practical skills that enhance students’ ability to conduct research critically, generate relevant knowledge, and respond to real-world challenges. Thus, the importance of integrating conceptual components transversally and progressively in research training is reaffirmed, promoting a pedagogy that fosters autonomy, critical thinking, and social transformation within the academic context.

Limitations

One of the main limitations of this research is that it relies on self-reported perceptions, which may be subject to response biases or overestimation of abilities by the students. Although the sample was large, this study was conducted within a single university, limiting the generalizability of the results to other educational contexts. Finally, the study focused on the correlation between variables; therefore, it is not possible to establish a direct causal relationship between the knowledge acquired and the development of research skills.