Development of the affective-motivational and cognitive domains of research competence in a research-based learning intervention

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Discussion

Intervention found changes in cognitive skills and development in preservice teachers, highlighting critical reflection's role.

Development of the cognitive domain increased after the intervention, improving critical reflection skills.
Results showed a significant correlation between cognitive growth and ongoing affective-motivational challenges among participants.
Assessment involved preservice teachers reflecting on their learning experiences during a focused intervention.
These findings suggest that enhancing the affective-motivational domain is essential for research competence development.

Gussen et al. (2025) studied this question.

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