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Abstract
Autonomy in the field of scientific research at the level of professional activity and knowledge production is crucial in different areas of higher education training. Students often show increased difficulties in research methodologies curricular units, which are reflected in their levels of academic performance and study involvement. The relationship between study and academic performance in these curricular units was explored, assuming their complexity and the diversity of factors involved: duration, environment, strategies/methods and student profile (cognitive and motivational). The relationship between study hours and academic results in a research methodology curricular unit test was analysed in 133 undergraduate students from two different training areas, considering the influence of gender. When the samples from the two areas are combined, there are differences between the genders, with female students dedicating more time to study (U=1098.5; p<.001) and presenting better results (U=1399.0; p=.006). There is a significant positive relationship between study hours and classification in the test, only in one of the areas (ρ=.252; p=.011) and in the total sample (ρ=.333; p<.001). An identical relationship was found for females in the total sample (ρ=.364; p=.014) only. The length of time spent studying may influence classifications, but the evidence is not robust enough to claim that it is a predictive factor in determining success, nor the influence of gender. The need to explore other factors is reinforced, through multidisciplinary approaches that broaden the analysis of the variables underlying academic performance in this area of research skills training in higher education.
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Copyright (c) 2025 Laura Gomes, Rosina Fernandes, Emília Martins, Francisco Mendes, António Azevedo (Author)