Reducing Research Anxiety among MSW Students

Einbinder, Susan D.

doi:10.1080/08841233.2013.863263

Cited by 28 publications

(20 citation statements)

References 39 publications

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“…There are also trials evidencing that teachers can effectively encourage students and help them to manage their anxiety (see e.g. Einbinder, 2014;Maschi, Wells, Yoder Slater, MacMillan, & Ristow, 2013). This knowledge could have informed us about an adequate organization of the research courses, a suitable didactic approach and favourable attitudes of teachers.…”

Section: Introductionmentioning

confidence: 99%

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

Gredig

Bartelsen-Raemy

2017

Social Work Education

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Section: Introductionmentioning

confidence: 99%

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

Gredig

Bartelsen-Raemy

2017

Social Work Education

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“…They used a novel approach to engage them and increase their confidence so they could achieve mastery, but with disappointing results. Compared to students in a STEM-oriented Speech Pathology program, social work students reported fewer gains in confidence than their counterparts (Einbinder, 2014).…”

Section: Introduce the Problemmentioning

confidence: 77%

“…Their rationale behind involving students to educate other students who were at risk for failing a course that was a prerequisite to other STEM courses was to decrease the feeling of intimidation experienced by the student-learner. This is important when teaching course material that provokes anxiety (Davis, 2003;Einbinder, 2014). A second benefit was to increase mastery of the subject by the students who acted as instructors.…”

Section: Explore Importance Of the Problemmentioning

confidence: 99%

“…Research methods courses are required by Council of Social Work Education (CSWE) to be included in the social work curriculum, thus inability to pass the research courses results in failure to graduate from an accredited program. To reduce student apprehension and increase proficiency in these required courses, educators must apply novel strategies to engage students and increase retention and graduation (Einbinder, 2014;Harder, 2010).…”

Section: Introduce the Problemmentioning

confidence: 99%

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The Peer Assisted Teaching Model for Undergraduate Research at a HBCU

Wu¹,

Lewis²

2017

JEL

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Despite wide application of research skills in higher education, undergraduate students reported research and computer anxiety, and low association between research and their professional goals. This study aims to assess whether peer-assisted mentoring programs would promote positive changes in undergraduates' attitudes toward research. Using a quasi-experimental one-group, pretest-posttest research design, the study assessed changes in attitudes by having doctoral candidates mentor undergraduate students during a summer statistics camp. Findings from paired-samples t-test indicated that students became familiar with the twelve statistical concepts upon completion, gained more positive affect related to statistics and an increase in their positive attitude about statistical skills, whereas they had lower scores prior to it. Notwithstanding the small sample size, these data indicate that including a peer assisted statistics camp in the academic curriculum would be beneficial for undergraduate students and increase their knowledge about research and statistics.

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“…Additionally, making connections with social work practice and combining activities or links to field placements could demonstrate how research is used in practice and provide opportunities for students to practice applying (i.e. "doing") the material (Einbinder, 2014;Freymond at al. 2014;Morgenshtern et al, 2011 …”

Section: Discussion and Implications For Social Work Educationmentioning

confidence: 99%

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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Reducing Research Anxiety among MSW Students

Cited by 28 publications

References 39 publications

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

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

The Peer Assisted Teaching Model for Undergraduate Research at a HBCU

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

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