Social Work Students' Research-Related Anxiety and Self-Efficacy: Research Instructors' Perceptions and Teaching Innovations

Abstract

The purpose of this mixed methods study was to examine social work research instructors' perceptions of research-related anxiety and research confidence among social work students, and teaching strategies to identify and manage anxiety. A national web-based survey of 186 BSW and MSW social work research instructors was conducted. Many BSW (70%) and MSW (61%) research instructors reported that they used specific activities or approaches to assess or impact upon student anxiety. Qualitative analysis results suggested a teaching model for social work research instructors designed to reduce students' research-related anxiety, including by enhancing their research confidence. Strategies that instructors can use include creating a supportive class climate, providing activities that are emotion-, cognitive-, and action-focused as well as the use of strategic timing. These findings can be used to guide social work research instructors' facilitation of students' attainment of research competencies and help further students' research–practice integration.

Keywords:

• Social Work Education
• Research Education
• Social Work Practice
• Social Work Research Instructors
• Research and Practice
• Student Anxiety
• Council on Social Work Education (CSWE)

Acknowledgements

This research was previously presented in draft form at the Council of Social Work Education (CSWE) in October 2010 (Portland, OR) and was supported by a CSWE Scholar's Award. The authors would like to acknowledge the assistance of graduate students Maryann Hom, Rebecca Austin, May Delaney, and Kai Ji.