Conceptual Appropriation and Perceived Skills in Formative Research Among University Students

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.