Analysis of the Influence of Different Factors on the Attitudes towards Science among Veterinary Students
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| Title: | Analysis of the Influence of Different Factors on the Attitudes towards Science among Veterinary Students |
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| Language: | English |
| Authors: | Rafael Althaus (ORCID |
| Source: | European Journal of STEM Education. 2026 11(1). |
| Availability: | Lectito Journals. Wassenaarseweb 20, 2596 CH, The Hague, The Netherlands. Tel: 31-70-2190600; e-mail: info@lectitojournals.com; Web site: http://www.lectitopublishing.nl |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Student Attitudes, Scientific Attitudes, Metacognition, Self Efficacy, Scientific Principles, Gender Differences, Veterinary Medical Education, Knowledge Level, Foreign Countries, Trust (Psychology), Scientific Methodology, College Students |
| Geographic Terms: | Argentina |
| ISSN: | 2468-1954 2468-4368 |
| Abstract: | Attitudes towards science can influence students' academic performance. Therefore, the objectives of this study are to assess attitudes towards science and the impact on them of metacognitive strategies, self-efficacy, learning processes, trust in science, understanding of the nature of science, and gender. Quantitative ex post facto research was carried out with 147 Argentine first-year veterinary students. Four previously designed and validated questionnaires were used to assess each of the study variables. The scores obtained and the correlation, multiple regression, and mediation analyses suggest that: a) attitudes towards science were mediocre, and neither gender nor knowledge about the nature of science had a significant effect on them; b) monitoring, evaluation and planning of learning, and trust in science were the variables that most influenced the variability of these attitudes; and c) constructivist connectivity, science learning self-efficacy, learning risks awareness, and control of concentration had significant indirect effects on attitudes towards science. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505178 |
| Database: | ERIC |
| Abstract: | Attitudes towards science can influence students' academic performance. Therefore, the objectives of this study are to assess attitudes towards science and the impact on them of metacognitive strategies, self-efficacy, learning processes, trust in science, understanding of the nature of science, and gender. Quantitative ex post facto research was carried out with 147 Argentine first-year veterinary students. Four previously designed and validated questionnaires were used to assess each of the study variables. The scores obtained and the correlation, multiple regression, and mediation analyses suggest that: a) attitudes towards science were mediocre, and neither gender nor knowledge about the nature of science had a significant effect on them; b) monitoring, evaluation and planning of learning, and trust in science were the variables that most influenced the variability of these attitudes; and c) constructivist connectivity, science learning self-efficacy, learning risks awareness, and control of concentration had significant indirect effects on attitudes towards science. |
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| ISSN: | 2468-1954 2468-4368 |
