COMPARATIVE ANALYSIS OF ATTITUDES TOWARD SCIENTIFIC RESEARCH AMONG ENTRY-LEVEL AND ADVANCED NURSING STUDENTS
Keywords:
Research attitude, nursing education, self-efficacy, institutional support, methodological anxietyAbstract
DOI: https://doi.org/10.46296/gt.v9i17.0345
Abstract
The purpose of this study was to compare attitudes toward scientific research between early- and advanced-semester nursing students at a public university and to analyze factors associated with these attitudes. A quantitative, cross-sectional, comparative design was employed with a sample of 330 students. Data were collected using a Likert-type questionnaire assessing interest/motivation, research self-efficacy, perceived usefulness, methodological anxiety/insecurity, and institutional support. Statistical analyses included descriptive statistics, independent group comparisons, correlation analyses, and multiple linear regression. The findings revealed an overall favorable attitude toward research, characterized by high perceived usefulness and moderate-to-high interest. However, research self-efficacy remained moderate, and methodological anxiety represented a significant barrier. Comparisons by academic level indicated that early-semester students reported higher interest but also higher anxiety, whereas advanced-semester students showed lower methodological insecurity without a corresponding increase in interest. Multivariate analysis identified perceived institutional support as the strongest predictor of a favorable overall research attitude, exceeding the effects of academic level and prior research participation. It was concluded that, although nursing students acknowledge the importance of research for professional practice, a gap persists between valuing research and feeling capable of conducting it. These results underscore the relevance of strengthening pedagogical guidance, clinical–research integration, and institutional support to foster a sustainable research culture in undergraduate nursing education.
Keywords: Research attitude, nursing education, self-efficacy, institutional support, methodological anxiety.
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