2020, Gredig, Daniel, Heinsch, Milena, Bartelsen, Annabelle

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.

2018, Gredig, Daniel, Bartelsen, Annabelle

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.

2017-10-23, Gredig, Daniel, Bartelsen, Annabelle