Gredig, Daniel

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Gredig, Daniel

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2017 - 20204
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Anfangsdatum: 2014 × Thema: Switzerland ×

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Gerade angezeigt 1 - 4 von 4
  • Vorschaubild
    Publikation
    Heterosexist attitudes amongst students entering a Bachelor of Social Work Programme in Switzerland: exploring continuing challenges for social work education
    (2020) Gredig, Daniel; Bartelsen, Annabelle [in: The British Journal of Social Work]
    Social work programmes are expected to enable students to work adequately with sexual minorities. In Switzerland, however, curricular content on sexual minorities is lacking in BSW programmes. Potential sexual prejudice is not explicitly addressed. This study aimed to assess the attitudes towards lesbian women and gay men amongst students entering the BSW programme of a university in Switzerland to establish a basis for discussing curriculum development. Students entering the programme from 2015 through 2018 were surveyed using an online questionnaire. Heterosexist attitudes were captured using the ‘Multidimensional Scale of Attitudes toward Lesbians and Gay Men’. The responding 955 entering students reported positive attitudes towards lesbians and gay men and evidenced low levels of heterosexist views. However, only 4.3 per cent of the respondents consistently disagreed with all items expressing heterosexist views, whilst 43.3 per cent completely agreed with at least one item. The views expressed by male participants expressed significantly higher levels of heterosexism than did those of female participants. The findings evidence uncertainties and a lack of reflection on unquestioned but heteronormative views. This reflects a need to infuse BSW programmes with sexual minority content, to provide opportunities for critical reflection and to address heteronormative and heterosexist views.
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Vorschaubild
    Publikation
    Exploring social work students’ attitudes toward research courses: comparing students in Australia and Switzerland
    (Taylor & Francis, 2020) Gredig, Daniel; Heinsch, Milena; Bartelsen, Annabelle [in: Social Work Education]
    Several studies have confirmed social work students’ reluctance about research courses. However, there remains little understanding of the determinants of students’ interest in research courses. This study aimed to contribute to a more robust understanding of underlying dynamics influencing students’ feelings regarding research courses through a comparison of students entering a BSW programme in Australia and Switzerland. We hypothesized that a) students’ interest in research courses was predicted by students’ fear of research courses and research orientation, b) their research orientation was determined by their fear of research courses, and c) their fear was predicted by their statistics anxiety and general self-efficacy. For data collection, we used an anonymous self-administered online questionnaire. Data were analysed using descriptive statistics, multivariate analyses and structural equation modelling. The sample included 165 Australian and 245 Swiss students (N=410). In both student groups, interest in research courses was predicted by students’ fear of research courses and their research orientation. Fear of research courses was predicted by general self-efficacy and statistics anxiety. Fear of research courses did not determine research orientation. Regardless of the diverse contexts, in both groups the predictors of research interest proved to be the same.
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Vorschaubild nicht verfügbar
    Publikation
    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
    (Taylor & Francis, 2018) Gredig, Daniel; Bartelsen, Annabelle [in: Social Work Education]
    Research courses have become a taken-for-granted component of social work study programmes. Nonetheless, studies still confirm that social work students are reluctant to engage with research courses. They report considerably negative beliefs and attitudes as well as higher levels of anxiety. The present study aims to assess the interest in research courses among students entering a BSW programme in Switzerland. Further, it aimed to establish the relationship between students’ interest in research courses, their research orientation, and research anxiety. From 2014 to 2016, 708 first-year students were surveyed using an online questionnaire. Data were analysed using descriptive statistics and structural equation modelling. Analysis showed that the interest in research courses was predicted by research anxiety (β = −.29) as well as by the perceived importance (β = .27), the attributed usefulness (β = .15) and the perceived unbiased nature of research (β = .08). These variables were predicted, in turn, by research anxiety (β = −.10, β = −.23, β = −.13). Moreover, interest was predicted by age (β = .13). Research anxiety was predicted by age (β = −.10), female gender (β = .28) and the type of baccalaureate allowing admission (β = −.09). This first study on entering BSW students in Switzerland confirms that research orientation and research anxiety should be considered and addressed by teachers when conceptualizing research courses.
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Vorschaubild nicht verfügbar
    Publikation
    01A - Beitrag in wissenschaftlicher Zeitschrift