Impact of Research Orientation on Attitudes Toward Research of Social Work Students

Bolin, Brien L.; Lee, Kyoung Hag; GlenMaye, Linnea F.; Yoon, Dong Pil

doi:10.5175/jswe.2012.200900120

Cited by 41 publications

(45 citation statements)

References 28 publications

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“…En este caso en particular, se destacan las situaciones de contexto del estudiante que en el marco de la formación en pregrado configuran dichas representaciones y maneras de asumir la investigación en su vida universitaria: un contexto institucional que no opera como el dinamizador del ingreso temprano y la permanencia de los jóvenes a los sistemas de investigación, en la línea que sugieren algunos estudios (Craney, y otros, 2011), (Bolin, Lee, GlenMaye, y Yoon, 2012), (Rojas, Méndez, y Rodriguez, 2012).…”

Section: Discussionunclassified

“…Para la Universidad formar investigadores es una cuestión crucial (Christensen y Eyring, 2011), que debería permear las estructuras curriculares y la cotidianidad educativa, hacia la construcción de una cultura de la investigación donde las relaciones educativas se organicen alrededor de la búsqueda del conocimiento desde las metodologías científicas del nivel de grado (Bolin, Lee, GlenMaye, y Yoon, 2012).…”

Section: Introductionunclassified

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Procesos de formación en investigación en la Universidad: Â¿Qué le queda a los estudiantes?

Betancur

Villamizar

2017

Sophia

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Procesos de formación en investigación en la Universidad: ¿Qué le queda a los estudiantes?SOFIA-SOPHIA ResumenLa formación investigativa es un componente central en la educación del joven universitario en la sociedad actual y la actitud hacia esa formación puede ser un indicador sobre la calidad de los procesos de formación y de la posibilidad de ingreso temprano del estudiante en los sistemas universitarios de investigación y la formación de científicos. En el presente estudio, de tipo transversal-correlacional, se evalúa la actitud del joven a partir de tres elementos: autopercepción, incidencia de los profesores e incidencia de las universidades sobre la formación en investigación en el nivel de grado. Se aplicó un instrumento estructurado a estudiantes de ocho universidades del área metropolitana de Bucaramanga, Colombia, por muestreo aleatorio simple. Se destaca el alto valor que los estudiantes le otorgan al aprendizaje de la investigación en la Universidad, pero la baja proyección y actitud de la mayoría hacia los temas científicos. Adicionalmente se encontró que los profesores tienen un alto nivel de impacto en la actitud del estudiante hacia la investigación mientras que los factores sociales e institucionales no representan una lata incidencia. Finalmente el estudio demuestra una tendencia decreciente de la actitud hacia la investigación a mayor nivel en la Universidad.Palabras clave: Actitud, estudiante, formación, investigación, Universidad. Abstract ResumoResearch training is a central component in the education of young university students in today's society, and the attitude toward this training can be an indicator on the quality of the training processes and the possibility of early entry of students into university research systems and training of scientists. In the present cross-correlational study, the attitude of the young persons is evaluated based on three elements: self-perception, incidence of teachers and incidence of universities on research training at undergraduate level. A structured instrument was applied to students from eight universities in the metropolitan area of Bucaramanga, Colombia, by simple random sampling. It is highlighted the high value that students assign to learning about research in the university, but the low projection and attitude of the majority towards the scientific subjects. In addition, it was found that teachers have a high level of impact on the student's attitude toward research, while social and institutional factors do not have a serious incidence. Finally, the study shows a downward trend in the attitude toward higher level research at the university.

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Section: Discussionunclassified

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Procesos de formación en investigación en la Universidad: Â¿Qué le queda a los estudiantes?

Betancur

Villamizar

2017

Sophia

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“…According to Bolin et al (2012), self-efficacy varies among students and lecturers should, therefore, incorporate teaching methods that can cater to the different levels of knowledge and confidence of students. Bolin et al (2012) argue for "social work instructors to start with what students already know about research as the basis for instruction and then move towards the challenge of learning that incorporates realistic, yet high, expectations" (p. 239).…”

Section: Discussion and Implications For Social Work Educationmentioning

confidence: 99%

“…Several factors have been found to facilitate a reduction in anxiety, an increase in confidence, and more positive attitudes of students towards research. For example, a research-friendly and supportive environment where students are able to see the relevance of research to social work practice, are able to practice applying the concepts to "real-life like" situations (e.g., case studies), and where the instructors enthusiastically bring in their own research are identified as key ingredients to teaching research methods to social work students (Bolin et al, 2012;Csiernik, Birnbaum, & Decker Pierce, 2010;Freymond et al, 2014;Morgenshtern et al, 2011).…”

Section: Barriers and Facilitators To Teaching Quantitative Methods Imentioning

confidence: 99%

“…Confidence and self-efficacy were included in the evaluation as previous research (Bolin et al, 2012;Freymond et al, 2014;Morgenshtern et al, 2011) found students' confidence and self-efficacy in using research methods to increase when the material is directly relevant to their profession, and when students are able to apply the material to "real-life" like situations; two specific aspects of this quantitative method curriculum.…”

Section: Questionnaire Constructionmentioning

confidence: 99%

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Making Social Work Count: A Curriculum Innovation to Teach Quantitative Research Methods and Statistical Analysis to Undergraduate Social Work Students in the United Kingdom

Teater

Roy

Carpenter

et al. 2017

Journal of Teaching in Social Work

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Students in the United Kingdom (UK) are found to lack knowledge and skills in quantitative research methods. In order to address this gap, a quantitative research method and statistical analysis curriculum comprised of 10 individual lessons was developed, piloted, and evaluated at two universities in the UK. The evaluation found BSW students' (N=81) self-efficacy to improve significantly from pre-to post-test, but statistical knowledge improved only slightly and was not statistically significantly. The findings point to recommendations for social work educators in the UK and beyond to consider when integrating the 10-input quantitative method curriculum and when teaching research methods and statistics to social work students.

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Mediating Influence of Lecturers and Students’ Characteristics on Acquisition of Research Skills Among Postgraduate Students

Agah

Oguguo²,

Ene³

et al. 2022

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Impact of Research Orientation on Attitudes Toward Research of Social Work Students

Cited by 41 publications

References 28 publications

Procesos de formación en investigación en la Universidad: Â¿Qué le queda a los estudiantes?

Procesos de formación en investigación en la Universidad: Â¿Qué le queda a los estudiantes?

Making Social Work Count: A Curriculum Innovation to Teach Quantitative Research Methods and Statistical Analysis to Undergraduate Social Work Students in the United Kingdom

Mediating Influence of Lecturers and Students’ Characteristics on Acquisition of Research Skills Among Postgraduate Students

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