Master’s students’ attitudes towards research-informed educational practice: findings from a repeated cross-sectional study

This study explores master’s students’ attitudes towards research-informed educational practice (RIEP) across cognitive, affective, self-efficacy, and behavioural components, using a repeated cross-sectional design. Survey data were collected from students enrolled in two-year master’s programmes in education at three distinct points in their studies: the beginning of the first year (n = 122), the end of the first year (n = 171), and the end of the final year (n = 111). Overall, the students reported generally positive attitudes towards RIEP at all three points, though with variation across its components. Those surveyed during the later stage of their programme reported greater familiarity with research and higher confidence in evaluating academic literature, yet these responses were not found to be consistently associated with stronger beliefs regarding its professional relevance or with intentions to apply research in practice. The students expressed generally positive feelings towards RIEP but also showed some reservation about the applicability of research in day-to-day practice. Intended behaviours related to RIEP were least reported by the students surveyed midway through their programme. These findings point to the importance of enabling master’s students in education to experience research as a professionally useful tool, rather than solely as an academic requirement.