Article
Making Meaning of MSW Students’ Statistical Abilities: The Role of Self-Efficacy and Knowledge-Based Assessment
Journal of Social Work Education
(2017)
Abstract
Although statistics and research are key components of social work education, students are often described as reluctant consumers and users of statistics. Self-efficacy theory has been used to understand students’ engagement with the statistical knowledge needed for practice. This quantitative study explores the relationship between self-efficacy, self-reported ability, and demonstrated statistical knowledge among MSW students (N = 101). There was a weak positive relationship between self-efficacy and the ability to apply statistics, but self-efficacy was not associated with perceived or demonstrated ability to define statistical concepts. Although many students demonstrated a strong ability to define statistical concepts, the majority of students were unable to apply the concepts to a practice-based example. The implications for competency-based statistical instruction are discussed.
Disciplines
Publication Date
March 1, 2017
DOI
10.1080/10437797.2016.1269702
Citation Information
Rebecca G. Mirick and Ashley Davis. "Making Meaning of MSW Students’ Statistical Abilities: The Role of Self-Efficacy and Knowledge-Based Assessment" Journal of Social Work Education Vol. 53 Iss. 2 (2017) p. 212 - 221 Available at: http://works.bepress.com/rebecca-mirick/4/