@article{uninimx569,
          volume = {7},
          author = {Miguel Landa-Blanco and Antonio Cort{\'e}s-Ramos},
           title = {Psychology students' attitudes towards research: the role of critical thinking, epistemic orientation, and satisfaction with research courses},
          number = {12},
           pages = {e08504},
            year = {2021},
         journal = {Heliyon},
        keywords = {Scientific attitudes; Critical thinking; Epistemology; Student research},
             url = {http://repositorio.unini.edu.mx/id/eprint/569/},
        abstract = {The current study aimed to determine how attitudes towards research are related to epistemic orientation, critical
thinking, and satisfaction with research courses in psychology university students. Control variables included
respondents' gender, current academic degree (undergraduate or postgraduate), number of research methods
courses completed, number of research projects completed, and academic score. A quantitative, cross-sectional
design was used, with a non-probabilistic sample size of 137 students. Correlational findings suggest that students with high scores in critical thinking domains and empiric and rational dispositions, tend to achieve higher
academic grades. Rationality and reflexive skepticism were related to the number of research projects completed
by the student. While an intuitive disposition is inversely related to academic scores and the number of research
courses completed. Results from a hierarchical linear regression model suggest that attitudes towards research are
significantly and positively affected by students' satisfaction with research courses, empiric epistemic orientation,
and critical openness. On the other hand, an intuitive epistemic orientation has significant detrimental effects on
attitudes towards research. Rational epistemic orientation and skeptic reflexiveness yielded non-significant coefficients. Overall, the model containing all independent variables accounted for 47.4\% of the variance in attitudinal scores; this constitutes a large effect size. Results are discussed in light of previous research and their
implications for the teaching of psychology in higher education.}
}