Publication Cover
Social Work Education
The International Journal
Volume 37, 2018 - Issue 2
5,249
Views
15
CrossRef citations to date
0
Altmetric
Original Articles

Exploring social work students’ attitudes toward research courses: predictors of interest in research-related courses among first year students enrolled in a bachelor’s programme in Switzerland

&
Pages 190-208 | Received 29 Mar 2017, Accepted 29 Sep 2017, Published online: 23 Oct 2017

References

  • AASW Australian Association of Social Workers. (2015). Australian social work education and accreditation standards 2012 V1.4 (Vol. Revised January 2015). Canberra: Australian Association of Social Workers AASW.
  • Abu-Bader, S. H. (2011). Advanced and multi-variate statistical methods for social science research. Chicago, IL: Lyceum Books.
  • Baird, S. L. (2016). Conceptualizing anxiety among social work students: Implications for social work education. Social Work Education, 35(6), 719–732. doi:10.1080/02615479.2016.1184639
  • Berger, R. (2002). Teaching research in practice courses. Social Work Education, 21(3), 347–358. doi:10.1080/02615470220136911
  • Bolen, R. M. (2006). Utilizing web-based databases to introduce social work content in research statistics courses. Social Work Education, 25(1), 17–27. doi:10.1080/02615470500477805
  • Bolin, B. L., Lee, K. H., GlenMaye, L. F., & Yoon, D. P. (2012). Impact of research orientation on attitudes toward research of social work students. Journal of Social Work Education, 48(2), 223–243.10.5175/JSWE.2012.200900120
  • Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136–162). Newbury Park, CA: Sage.
  • Davis, S. (2003). Statistics anxiety among female African American graduate-level social work students. Journal of Teaching in Social Work, 23(3–4), 143–158. doi:10.1300/J067v23n03_12
  • EDK/FDK. (1999). Profil der Fachhochschulen für Soziale Arbeit [The profile of Universities of Applied Sciences of social work]. Bern: Schweizerische Konferenz der kantonalen Erziehungsdirektoren und Schweizerische Konferenz der kantonalen Fürsorgedirektoren.
  • Einbinder, S. D. (2014). Reducing research anxiety among MSW students. Journal of Teaching in Social Work, 34(1), 2–16. doi:10.1080/08841233.2013.863263
  • Epstein, I. (1987). Pedagogy of the preturbed. Journal of Teaching in Social Work, 1(1), 71–89. doi:10.1300/J067v01n01_06
  • Gredig, D., & Truniger, L. (2005). Die Ausbildung in Sozialer Arbeit in der Schweiz: Schlaglichter auf eine Bildungslandschaft im Wandel [Social work education in Switzerland]. Soziale Arbeit, 54(5–6), 208–217.
  • Green, R. G., Bretzin, A., Leininger, C., & Stauffer, R. (2001). Research learning attributes of graduate students in social work, psychology, and business. Journal of Social Work Education, 37(2), 333–341. doi:10.1080/10437797.2001.10779058
  • Harder, J. (2010). Overcoming MSW students’ reluctance to engage in research. Journal of Teaching in Social Work, 30(2), 195–209. doi:10.1080/08841231003705404
  • Hu, L. T., & Bentler, P. M. (1998). Fit indices in covariance structure modeling: Sensitivity to underparameterized model misspecification. Psychological Methods, 3(4), 424–453. doi:10.1037//1082-989x.3.4.424
  • IASSW&IFSW. (2004). Global standards for the education and training of the social work profession. Retrieved from http://www.iassw-aiets.org/global-standards-for-social-work-education-and-training/
  • Jacobson, M., & Goheen, A. (2006). Engaging students in research: A participatory BSW program evaluation. Journal of Baccalaureate Social Work, 12(1), 87–104. doi:10.18084/1084-7219.12.1.87
  • Kapp, S. A. (2006). Bringing the agency to the classroom: Using service-learning to teach research to BSW students. Journal of Baccalaureate Social Work, 12(1), 56–70. doi:10.18084/1084-7219.12.1.56
  • Kirk, S. A., & Rosenblatt, A. (1981). Research knowledge and orientation among social work students. In H. Briar, H. Weissman, & A. Rubin (Eds.), Research utilization in social work education (pp. 29–39). New York, NY: Council on Social Work Education.
  • Knee, R. T. (2002). Can service learning enhance student understanding of social work research? Journal of Teaching in Social Work, 22(1–2), 213–225. doi:10.1300/J067v22n01_14
  • Labonté-Roset, C. (2005). The European higher education area and research-orientated social work education. European Journal of Social Work, 8(3), 285–296. doi:10.1080/13691450500210822
  • Lazar, A. (1991). Faculty, practitioner, and student attitudes toward research. Journal of Social Work Education, 27(1), 34–40. doi:10.1080/10437797.1991.10672167
  • Lorenz, W. (2003). European experiences in teaching social work research. Social Work Education, 22(1), 7–18.10.1080/02615470309133
  • Lüdtke, O., Robitzsch, A., Trautwein, U., & Köller, O. (2007). Umgang mit fehlenden Werten in der psychologischen Forschung [Dealing with missing values in psychological research]. Psychologische Rundschau, 58(2), 103–117.10.1026/0033-3042.58.2.103
  • Maschi, T., Bradley, C., Youdin, R., Killian, M. L., Cleaveland, C., & Barbera, R. A. (2007). Social work students and the research process: Exploring the thinking, feeling, and doing of research. Journal of Baccalaureate Social Work, 13(1), 1–12. doi:10.18084/1084-7219.13.1.1
  • Maschi, T., Wells, M., Yoder Slater, G., MacMillan, T., & Ristow, J. (2013). Social work students’ research-related anxiety and self-efficacy: Research instructors’ perceptions and teaching innovations. Social Work Education, 32(6), 800–817. doi:10.1080/02615479.2012.695343
  • Montcalm, D. M. (1999). Applying Bandura’s theory of self-efficacy to the teaching of research. Journal of Teaching in Social Work, 19(1–2), 93–107. doi:10.1300/J067v19n01_08
  • Morgenshtern, M., Freymond, N., Agyapong, S., & Greeson, C. (2011). Graduate social work students’ attitudes toward research: Problems and prospects. Journal of Teaching in Social Work, 31(5), 552–568. doi:10.1080/08841233.2011.615287
  • Nieuwenboom, W. (2008). Wie viel lesen Kinder? Die Erfassung von Leseaktivitäten mit Hilfe von strukturierten Tagebüchern. Eine methodologische Studie [How much do children read? Capturing reading acitivities using structured diaries. A methodological study]. Marburg: Tectum Verlag.
  • Onwuegbuzie, A. J., & Wilson, V. A. (2003). Statistics anxiety: Nature, etiology, antecedents, effects, and treatments—A comprehensive review of the literature. Teaching in Higher Education, 8(2), 195–209. doi:10.1080/1356251032000052447
  • Secret, M., Ford, J., & Rompf, E. L. (2003). Undergraduate research courses. Journal of Social Work Education, 39(3), 411–422. doi:10.1080/10437797.2003.10779146
  • swissuniversities. (2016). Qualifications framework for the Swiss higher education area. Retrieved from https://www.swissuniversities.ch/en/higher-education-area/qualifications-framework-nqfch-hs/
  • Ullman, J. B. (2001). Structural equation modeling. In B. G. Tabachnick & L. S. Fidell (Eds.), Using multivariate statistics (4th ed., pp. 653–771). Needham Heights, MA: Allyn & Bacon.