Journal of Teaching in Social Work, 31:552–568, 2011

Copyright © Taylor & Francis Group, LLC

ISSN: 0884-1233 print/1540-7349 online
DOI: 10.1080/08841233.2011.615287

Graduate Social Work Students’ Attitudes

Toward Research: Problems and Prospects

MARINA MORGENSHTERN, NANCY FREYMOND,

SAMUEL AGYAPONG, and CLARE GREESON
Faculty of Social Work, Wilfrid Laurier University, Kitchener, Waterloo, Ontario, Canada

This study examines the attitudes of graduate social work students

toward research in the contexts of academic study, professional
social work practice, and students’ personal lives. The authors col-
lected quantitative and qualitative data from MSW students (n =
102) at a major Canadian school of social work. Findings suggest
that MSW students appreciate the value of research for their pro-
fessional and personal lives. However, they are apprehensive about
the process of learning research, and when faced with the prospect
of conducting research, feel intimidated and powerless. This report
discusses factors associated with positive attitudes toward learn-
ing research. Teaching strategies to engage students in discovering
their research capacities are also explored.

KEYWORDS MSW students, research, attitudes

INTRODUCTION

The Canadian Association for Social Work Education, the accrediting body
for baccalaureate and master’s-level social work programs in Canada, spec-
ifies that social workers at the master’s level are expected to have the
“capability to undertake research and/or advanced study in the student’s

On the basis of their conceptual contributions to this project, the authors recognize
Alison Maratos, MSW; Leslie Coutch, MSW; Michelle Houston, MSW; and Kelly Schweitzer,
MSW, as coauthors. The authors wish to express their appreciation to MSW students from
the graduating class of 2009 (advanced standing) and 2010 whose participation made this
research possible. They also thank Dr. Jeanette Schmid for her thought-provoking feedback
and Dr. Hoyt Greeson for his helpful editorial suggestions.
Address correspondence to Nancy Freymond, Faculty of Social Work, Wilfrid Laurier
University, Kitchener, Waterloo, Ontario, Canada N2H 3W8. E-mail: nfreymond@wlu.ca

552
 Attitudes Toward Research 553

area of specialization or focus of study” (Canadian Association for Social

Work Education, 2008, p. 16). Understanding student attitudes toward
research is a critical element in meeting these expectations, particularly
over the past decade as the profession of social work has become increas-
ingly outcome focused. Student attitudes logically will have an effect on
their learning and behavior when participating in and using research (Gal &
Ginsburg, 1994). Instructors’ perceptions of student attitudes toward research
are likely to influence the expectations of students and the quality of
research teaching (Lazar, 1991).
Incoming graduate MSW students are introduced to research methodol-
ogy and data analysis courses. As instructors in research methods and data
analysis courses, we often hear students’ contradictory views on social work
research. Some students question the relevance of research skills in a clini-
cally focused social work curriculum. They tend to rate research courses as
the least interesting among their courses, suggesting that they may start with
negative attitudes toward research. However, we know that not all social
work students feel anxiety and reluctance when they contemplate research
courses. We have met many students who are curious, interested and actively
involved in research endeavors.
Noting the emphasis on undergraduate student attitudes in the literature,
our purpose in this mixed-methods study was to explore graduate social
work student attitudes toward research, to develop greater understanding
of their varying perspectives, and to understand the influences that inform
them. Many graduate social work students will assume leadership roles
in a field where interventions that are underscored by research-informed
evidence will be highly valued. Hence, it is essential that educators appre-
ciate the attitudes of graduate social work students toward research and use
this knowledge to create curriculum and teaching strategies that encourage
students to discover and enhance their research capacities.

LITERATURE REVIEW

At the outset of this investigation, we wondered whether the variation in

student attitudes we have witnessed arises from concern about the rele-
vance of positivist perspectives in social work research to the development
of professional knowledge. In the past, the dominance of the logical empiri-
cist view of science (and its focus on the elimination of bias) has raised
questions about the scope and usefulness of research in daily social work
practice (Heineman, 1981; Smith, 1987). The emerging emphasis on qualita-
tive methodologies in the 1970s, and new critical methods such as feminist
approaches, community-based research and participant-action evaluation
stressed expanded social work research possibilities and the inclusion of
participants’ voices (Lather, 1991). The transformative potential of these
554 M. Morgenshtern et al.

approaches coincided with an intense debate about appropriate research

methods for social work (Peile, 1988) and the type of research that should
be included in social work curricula (Karger, 1983). At present, the evidence-
based practice model has emerged as the gold standard in the human service
sector, but tensions concerning the nature and role of research in social work
continue. Evidence-based practice model is criticized, for example, as lead-
ing to formulaic procedures that undermine the complexity of social work
processes, a disregard of client wishes and values, and a devaluation of
qualitative methods (Rubin & Babbie, 2008; Webb, 2001).
Amid these debates over the nature of social work research, students
continue to be characterized as having negative attitudes (Epstein, 1987;
Royse & Rompf, 1992; Wainstock, 1994; Wilson & Rosenthal, 1992), as being
reluctant to engage in research (Epstein, 1987; Wainstock, 1994), highly anx-
ious (Green et al., 2001), and averse to studying statistics (Forte, 1995).
There also have been studies reporting that social work students’ nega-
tive attitudes about research may be overstated (Basom, Iacono-Harris, &
Kraybill, 1982; Secret, Ford, & Rompf, 2003) and that with particular instruc-
tional approaches, students’ confidence, skill and interest in doing research
may improve (Lundahl, 2008). This ambivalence in the literature corresponds
with the contradictions we observed in our research classes.
An early example of research focused specifically on graduate social
work students was conducted by Siegel (1983) who, in a sample of
148 graduate social work students, found that knowledge scores increased
significantly following completion of a course that integrated research
with social work practice. However, scores pertaining to attitudes about
the importance and usefulness of research produced less positive results.
Students also reported that they would be unlikely to engage in empirically
based practice. Twenty-five years later, research by Maschi and colleagues
(2007) explored the affective and cognitive reactions of social work students
enrolled in research courses, 76% at the graduate level. Findings indicated
a decrease in feelings of anxiety between pre- and postcourse measures
and an increase in overall positive attitudes and feelings. Nevertheless, the
findings registered a significant decrease in overall satisfaction with research
(Maschi et al., 2007). These studies point to the sheer complexity of graduate
student attitudes toward research and raise questions about the factors that
influence student attitudes.
Lazar (1991) drew attention to the role of faculty and practitioners in
developing student attitudes. He surveyed Israeli faculty, practitioners, and
social work students, 91% at the graduate level, and concluded that among
these students there was considerable interest in learning about research.
However, practitioners and faculty rated students as much less interested in
engaging in research as part of the social work curriculum. He also noted
that faculty who had been wary of introducing research in their classes
viewed students as unprepared to cope with the subject (Lazar, 1991). These
 Attitudes Toward Research 555

observations raise questions about the extent to which the relation between
faculty expectations and student performance leads to what Montcalm (1999)
described as a “self-fulfilling prophecy,” with faculty continuing to view
student attitudes as negative (p. 95).
Recent research has focused on particular teaching approaches that
have proven useful in changing student attitudes. Olsen (1990) followed a
cohort of 60 MSW students, examining their knowledge, attitudes and expe-
riences at four intervals over a 2-year period as the students completed a
project designed to integrate research and practice. Findings indicated posi-
tive changes in students’ attitudes and increased knowledge about research
methods in comparison with MSW students a decade earlier. Similar results
are offered by Lundahl (2008), who used self-reports of 18 MSW students
involved in a research project. These students indicated increased interest,
confidence, and appreciation of the process of conducting research based
on their learning experience. Findings from a qualitative inquiry by Holley
and colleagues (2007) involving 15 MSW students suggested that participants
were more likely to show a positive attitude and have increased confidence
in their research skills when courses include actual research projects, rather
than solely examples from texts. Sar, Yankeelov, Wulff, and Singer (2004),
in a sample involving 62 graduate students, found that integrating qualita-
tive and quantitative approaches in one course increased students’ learning.
In particular, they reported that “as students’ understanding of one methodol-
ogy increased, so did their understanding of the other methodology” (p. 56).
A number of studies also have reported that graduate students are more
likely to show a positive attitude toward research when they use technology
such as WebCT (Stark & Cohen, 2007); Wernet, Olliges, and Delicath (2000)
noted that graduate students who may be attending school while parenting
children appreciated the flexible delivery afforded by technology such as
WebCT.
Research on social work students’ attitudes toward research has relied
primarily on quantitative objective measures without the benefit of quali-
tative approaches designed to capture the multifaceted nature of student
attitudes (see Maschi et al., 2007). As a result, in a general way, we under-
stand that graduate social work students are anxious and frequently have
negative attitudes toward research, but we have comparatively little under-
standing of the variations in their attitudes, and know little of the factors
contributing to them.

METHOD

The purpose of this study was to gain a greater understanding of grad-

uate social work students’ attitudes toward research to inform and guide
pedagogical choices and to enhance our understanding of the factors that
556 M. Morgenshtern et al.

contribute to students’ research engagement. The study was conducted in

the context of a 9-week mandatory data analysis course at a major Canadian
university school of social work. Data were provided voluntarily and anony-
mously by students at the beginning of the course. (This study was approved
by the university’s ethics review board.) An invitation to participate in the
study was extended to each of the 123 students enrolled. The data were
analyzed by the students as part of course requirements. Information on
students’ socio-demographic characteristics is presented in Table 1.
To achieve the study objectives, we used an explanatory mixed-method
design (Johnson & Turner, 2003). The data were collected in two phases.
During the first phase, students completed the Attitudes Toward Research
scale (Papanastasiou, 2005) in a self-administered Internet-based survey. The
Attitudes Toward Research scale consists of 32 items listed on a 7-point

TABLE 1 Students’ Characteristics

Variable Frequencies

Current program of study

• Two-year full-time1 68 (66.7%)
• Advanced standing full-time2 21 (20.6%)
• Advanced standing part-time3 13 (12.7%)
Undergraduate program of study
• Psychology 32 (31.4%)
• Social work 30 (29.4%)
• Sociology 17 (16.7%)
• Other (criminology, health science, 23 (22.5%)
applied arts, social development
studies, science, music therapy, child
& youth studies, international
development, nursing, music,
sexuality, marriage and family studies,
and family and child studies)
Experience in conducting research
• Yes 46 (45.1%)
• No 56 (54.9%)
Role conducting research (among those
who have had experience in conducting
research – 45.1%)
• Principal investigator 3 (2.94%)
• Researcher 7 (6.86%)
• Student researcher 14 (13.73%)
• Research assistant 8 (7.84%)
• Multiple roles 14 (13.75%)
M (SD) Range
Age (years) 29.53 (7.46) 22–56
Grade point average 10.02 (.897) 7.5–12
1
Students with any bachelor degree and experience in human services are accepted for this program.
2
Students with BSW and experience in human services are accepted for this program.
3
Students with BSW and experience in social work are accepted for this program.
 Attitudes Toward Research 557

Likert-type scale raning from 1 (strongly disagree) to 7 (strongly agree).

In analyzing the data, 13 negatively worded items were reverse scored,
and higher numbers on the Likert scale represented more positive attitudes.
Internal consistency of the scale was calculated using the Cronbach’s alpha
coefficient (α = .939). As reported in Table 2, the factor analysis revealed
five main responses accounting for 65.7% of total variance: anxiety about
research ability (36.175% of variance; α = .893), usefulness of research for
professional training and practice (13.378% of variance; α = . 906), positive
attitudes toward research (7.021% of variance; α = .923), research relevance
to everyday personal life (4.894% of variance; α = .776), and research dif-
ficulty (4.234% of variance; α = .831). A factor score, ranging from 1 to 7,
was calculated for each student on each factor by obtaining the mean for
all items comprising the factor. Each respondent’s score for overall attitude
toward research was calculated by adding individual factor scores together
(ranging from 5 to 35), with higher scores representing more positive atti-
tudes. Of the 123 students enrolled in the course, 112 student participants
signed an informed consent form before starting the study. For this portion
of the universe, 102 students provided useable responses, resulting in an
82.9% response rate.
The analysis of the survey data was followed by a second data collection
phase. To enrich and expand our understanding of the attitudes identified
in the survey, and the factors associated with them, we collaborated with
students in developing five open-ended questions. We then asked students
to provide an anonymous one or two page written response to at least one
of the five key questions (see Table 3). For this phase of the study, 72 of the
112 students provided a total of 77 written responses, resulting in a 64.3%
response rate.

FINDINGS

Results of this study highlight the variation and complexity of graduate stu-
dent attitudes toward research. The students’ overall attitude scores reflected
a broad range from 9.87 to 28.98 (median = 20.91; out of a possible range
of 5 to 35). See Table 2 for the summary of median and range values.
Their attitudes tended to be more positive about the value of research but
more negative about learning and conducting research. For example, 94%
answered positively to statements such as “research is useful for my career,”
“research should be indispensible in my professional training,” and “research
is very valuable,” while more than 60% agreed with statements such as “I find
it difficult to understand research concepts,” “research makes me anxious,”
and “I make many mistakes in research.” Most of these students were aware
of the value of research for their professional careers and, simultaneously,
many were anxious about their research expertise.
558 M. Morgenshtern et al.

TABLE 2 Survey Factors with the Median and Range Values

Survey factor Median Range

Factor 1. Anxiety about Research Ability 3.75 2–6

• Research makes me anxious (recoded)
• I feel insecure concerning the analysis of research data
(recoded)
• Research scares me (recoded)
• I find it difficult to understand research concepts
(recoded)
• I make many mistakes in research (recoded)
• I have trouble with math (recoded)
• Research is stressful (recoded)
• Research makes me nervous (recoded)
Factor 2. Usefulness of Research for Professional Training and 5.7 2.9 – 7
Practice
• Research should be taught to all students
• Research is useful for my career
• Research is connected to my field of study
• Most students benefit from research
• Research is very valuable
• Skills acquired will be helpful in the future
• Research is useful to every professional
• Research should be indispensible in my professional
training
• I will employ research in my profession
• Research is as useful as theory
Factor 3. Positive Attitudes Toward Research 4.42 1.5 – 6.8
• I enjoy research
• Research is interesting
• I like research
• I love research
• I am interested in research
• Research is pleasant
Factor 4. Relevance to Everyday Personal Life 4.8 1.8 – 6.8
• I use research in my daily life
• Research is not applicable to my personal life (recoded)
• Research-oriented thinking plays an important role in
everyday life
• I am inclined to study research procedures carefully
• Research is irrelevant in my life (recoded)
Factor 5. Research Difficulty 2.7 1 – 5.67
• Research is complicated (recoded)
• Research is difficult (recoded)
• Research is a complex subject (recoded)
Overall Attitude Toward Research Score 20.91 9.87 – 28.98

We focused on student attitudes toward research in the context of per-

sonal life, professional practice, and academic studies. In each of these
areas, the qualitative data enabled us to be more specific about variations in
student perception. An important theme that emerged from the qualitative
data involved the students’ descriptions of the influences that helped them
 Attitudes Toward Research 559

TABLE 3 Qualitative Questions

1. What does the word “research” mean to you?

2. Describe your attitude towards research. Consider both positive and
negative attitudes.
3. What are the important factors that influenced your attitude toward
research?
4. The quantitative findings suggest that research makes you anxious, yet you
find it useful in your professional and personal life. How do you
understand this?
5. What experiences can be facilitated in this MSW program to
support/increase your positive attitudes towards research?

develop more positive attitudes toward research. The following discussion

details these findings.

Attitudes Toward Research in Personal Life

Among these students, 75% responded positively to statements regarding the
relevance of research to everyday personal life; scores ranged from 1.8 to
6.8 (median = 4.8). We therefore became interested in how the students
understood the relevance of research in the context of their personal life,
hypothesizing that they were more likely to appreciate its relevance to their
professional practice. Those who were not positive about research in their
personal lives had difficulty seeing its relevance: “Research does not impact
directly on my life on a daily basis . . . I know I am not invested in the
positives that come out of research” (2–6).1
Although the majority of students indicated that research is relevant to
their personal lives, only a few chose to elaborate on these views in their
qualitative responses. Of these, some described the importance of research
in generating knowledge for the sake of human progress:

I feel positively towards research in that it is an undeniable part of every-

one’s lives. I find it enlightening to know that all around the world
people are conducting research to create the best possible information
to be used in all different fields for all different aspects of our lives.
It allows us to feel more confident in the choices we make and serves to
improve so many of our experiences for the better. (2–20)

Another student wrote, “Without research, we would be a far less advanced

society in countless ways; major areas that come to mind are physical and
mental health, education, and relationships” (3–17). It is interesting that

1
Numeric notations are used to identify participants’ responses; the first number refers to the
question as specified in Table 2 and the second number indicates the participant.
560 M. Morgenshtern et al.

student focus on the theme of progress seldom encompassed ideas about

research as a tool for making the world a better place to live by promoting
social justice, a theme that might reasonably be emphasized by a sample of
graduate social work students.

Attitudes Toward Research in Professional Practice

With regard to the usefulness of research for professional training and prac-
tice, 94% of the students reported positive attitudes; their scores ranged from
2.9 to 7.0, with a median score of 5.7. Compared with BSW students, MSW
students often have job or volunteer experience directly related to the field
of social work. One student reported, “I am excited to finally be at a point
where I appreciate the value of research and have enough life and pro-
fessional experience to see its relevance in my life and in my social work
practice” (2–4). Another student said:

After being out in the “real world” for nearly a decade, I have matured
into a professional who can see the benefit of utilizing research . . .
In fact, I recently gave evidence in a court hearing, in which I was
able to cite the research which supported my clinical assessment and
intervention choices for a certain family. (4–4)

Experience in the field leads many students to develop an appreciation

for the interconnectedness of research and social work practice. One student
commented that in the workplace, she “noticed that research is an inevitable
part of the work, and people [were] making use of it to improve their quality
and quantity of work” (3–15). Another student said:

Being in the field and working closely with such diverse and vulnerable
populations has positively influenced my attitude towards research, as
I am able to see with my own eyes how research findings can be a great
resource to improve the situation for people. (3–23)

Another wrote: “Clinical social work practice needs the backbone of

research integrated into it, so I will look for a way to think positively
about it” (2–22). Other students reported similarly strong beliefs about the
inseparability of research and social work practice:

Research is interesting to me. Research is relevant to me. Theoretically,

research can include the viewpoints of my clients and my colleagues and
enable many types of knowledge and many viewpoints to be rendered
visible. (2–5)
 Attitudes Toward Research 561

A small group of students reported views that made clear distinctions

between the role of social worker and the role of researcher. One student
wrote: “In my future I do not see myself as a professional researcher. My goal
is to become a clinical practitioner” (2–21). Another student said, “[R]esearch
does not impact on my ability to complete my job, in theory, on a daily
basis” (2–6). Although the field of social work has been strongly influenced
by the evidence-based practice model agenda to infuse research findings
into clinical and other forms of frontline social work, these students viewed
research and front line practice as essentially unrelated.
It is interesting that only four respondents indicated concern that
research could be misused. Despite their misgivings, these students under-
stood its utility and were willing to engage in research. Although the findings
suggest that these MSW students have overwhelmingly positive attitudes
toward the usefulness of research for training and practice, we were sur-
prised that they were seldom critical about the oppressive potential of
research methods and utilization.

Attitudes Toward Research in Academic Studies

Although we noted that the majority of graduate social work students in
this study held positive views about research, their attitudes toward learning
about research in the context of academic studies was a different matter:

. . . [F]or the past year I have been dreading the fact that I have to
take research and statistics in graduate school. I struggled with research
courses in my undergrad degree and I only took them because they were
required courses, otherwise I would have avoided them like the plague.
(2–11)

Students tended to report anxiety about learning research; in fact, 62%

of students reported a high degree of anxiety about their research ability.
The scores on this factor ranged from 2 to 6, with the majority of scores
concentrated on the negative side of the distribution (median = 3.75). The
students’ anxiety appeared to be linked to their overall lack of understanding
of the nature of research and their inexperience with research projects:

My attitude toward research is fairly negative. I am terrified when some-

one says the word because I do not know what research truly is. I have
no idea where to start a research project or what I would even research
and this may be a huge contributing factor to [my] negative attitude. (2–7)

I think the feeling of being overwhelmed comes from the “not knowing”
and that is how I feel about research. When we were completing this
research/data analysis study for this class I began to understand my
attitudes of fear and anxiety towards research is created by the frustration
of “not knowing.” (1–8)
562 M. Morgenshtern et al.

It would appear that some students had found ways to be successful

in undergraduate research courses without developing a clear picture of
research personally and professionally:

Taking courses that you just barrel through without having practical
experience does not count as exposure to research; it is just exposure
to a textbook. I think that I would have a more positive attitude if I
were more familiar with the research process and had the opportunity to
practice it. (3–28)

These themes seem to suggest that many graduate students, despite suc-
cessfully completing undergraduate courses, continue to be mystified by
research. Students who learn by doing require opportunities in practice set-
tings or in the classroom to engage in research projects; otherwise they are
more likely to feel anxious and negative.
The students’ anxiety and negative attitudes toward learning research
also appeared related to their ideas about its perceived difficulty and
inaccessibility. Among these students, 92% agreed that research is com-
plex, complicated and difficult. Their responses ranged from one to 5.67
(median = 2.67). Some simply suggested that research is overwhelming:

Although I know there are many benefits to research, I also must

acknowledge my conflictual attitudes toward it. I often associate research
with hugely complex hypotheses that are difficult to understand. I feel
it is overwhelming to consider the complexities of data collection and
analyzing. . . . I often get lost in the terminology and find myself frus-
trated with trying to read through the language in order to understand
the bottom line. (2–17)

The perception that research is inherently difficult, or that the particular skills
required to analyze and interpret research data are outside their knowledge
base, may lead students to struggle with self-confidence and to disqualify
themselves from meaningful engagement:

I believe research is important. It is a necessary evil that eventually assists

professionals as well as society in general about a particular topic that is
unknown or needs to be understood in more depth, but I will leave it to
someone else to do. I don’t believe I will ever feel confident enough to
lead my own project. (2–12)

These students reported an appreciation for the impact of research on front-

line work but tended to think of themselves primarily as consumers of
research. Although they generally reported positive attitudes toward research
consumption, their fear was a barrier to learning and participation.
 Attitudes Toward Research 563

Negative attitudes toward learning also can be fuelled by associating

research solely with the quantitative method and the need for mathematical
expertise, a tendency that may result in anxiety:

My brain freezes when I contemplate some of the more advanced graphs

and charts and statistical methods used in some of the papers that
I source in my research projects and/or papers. Quantitative research
makes me feel like an intruder in academia . . . I cringe when I think
about it . . . I feel anxious. (3–6)

My background led me to believe that research equals math and that it

was a hand-in-hand relationship where one part could not exist with-
out the other. I enjoy reading the results of research. I enjoy using the
findings from research to further my skills and my scope of practice as
a future social worker . . . However, I still find it nearly impossible to
break my automatic association of research being interconnected with
math. . . . (5–2)

Still, these same students reported that research is valuable. One concluded:

For me, research is a double edged sword . . . On one side, I know

that research is useful as it can provide the evidence which can support
clinical social work practice. However, the flip side of the sword offers
at times confusion and utter fear in actually having to “do” the work
required to create the data. (4–4)

Factors Influencing the Development of Positive Attitudes

There were significant differences in the anxiety levels, t(100) = 2.11, p =
.037, of students with experience conducting research (M = 3.965, SD =
1.112) and those without (M = 3.565, SD = 0.797). In their qualitative
responses, students repeatedly described exposure to research as having
a positive impact on their attitudes.

I think that the more experience I have with research the more likely
my anxiety around it will diminish. I already feel this with finishing the
first quantitative assignment. I now have a little more knowledge around
what is expected of me and what is involved in quantitative research
[and] as such my anxiety has been reduced. (4–7)

During my experience thus far in the MSW program, I have realized that a
lot of the anxiety and nervousness amongst peers was a result of negative
mindsets. After completing the first assignment, I realize that my attitude
is not that I dislike research; in fact it is the complete opposite . . . now I
can state that my opinions in regards to conducting research are changing
564 M. Morgenshtern et al.

for the better. I believe that a lack of exposure was probably the biggest
factor inhibiting my attitude for so long. (3–21)

These results parallel those of Holley et al. (2007), Lundahl (2008) and Olsen
(1990), who reported that learning by being involved in research projects
results in a more positive attitude toward the process. In particular, involve-
ment in research, including using information derived from it, may well be
a key factor in developing positive attitudes toward research.
It is no surprise that most respondents reacted positively to peer and
faculty enthusiasm, which helped them develop a better attitude toward
research:

Another factor that has influenced me is the number of people in my life

that are pursuing PHD programs. They are highly motivated and actually
enjoy the research they are conducting. I hear about aspects that frustrate
them with the research process but overall their view is rather positive.
(3–20)

The chair of the social work department, who was a key mentor to
me, was very involved in the community (facilitating research studies
and assisting with funding proposals), in addition to facilitating personal
research projects . . . . I found that this exposure to the practical need
for empirical data to sustain academic and community projects convinced
me of the value of research. Moreover, I found the passion of my mentors
inspiring. . . . (3–14)

Students described elevated levels of anxiety and less positive attitudes

when classmates were persistently negative about research classes. They
also reacted to professors who spoke about research in ways that induced
fear.
Although this was a secondary theme in these data, some students
discussed how important skilled instruction was in developing posi-
tive attitudes. They appreciated accessible instructors who provided clear
explanations:

I was fortunate to have a TA in the class whom I met with for extra help
when I was feeling confused with the statistics part of the class. She was
open to explaining concepts in a number of ways until I understood.
(1–3)

In my master’s [course work] . . . I am now opening my mind up to other

ways of doing research. That shift started when I had to go back to and
take a stats and research class to get into the MSW program . . . I was
so scared, but the prof was excellent and explained things so clearly.
I didn’t have to know the formulas; I just had to understand what they
 Attitudes Toward Research 565

meant and how to use SPSS. I found I was able to do better than I
expected and that I could understand. (3–8)

Students also appreciated instructors who responded compassionately to

student fears and supported their capacity to understand and do research.

DISCUSSION

In summary, the attitude toward research among these graduate students

was a double edged sword. The majority of students in this study were
convinced of the value of research in their personal lives and profes-
sional practice. Nonetheless, in the context of learning research, the students
reported considerable anxiety and negative attitudes. Many were mystified
and frightened. They stressed the difficulty of research and equated with
statistics or mathematics. It is encouraging that exposure to research in class-
rooms and social work settings, and to the enthusiasm of student colleagues
and professors appeared to help shape more positive student attitudes.
The findings of this study further support the contradictions in describ-
ing social work students’ attitudes toward research presented in the literature
(Basom, Iacono-Harris, & Kraybill, 1982; Epstein, 1987; Royse & Rompf,
1992; Secret, Ford, & Rompf, 2003; Wainstock, 1994; Wilson & Rosenthal,
1992), as well as our own observations in the classroom. However, the
qualitative component of this project helped us to understand these con-
tradictions in more detail. Initially, we assumed that students’ apprehension
reflected systemic tensions about the role of research in the profession. This
hypothesis was unsupported by the data, with the exception of a small num-
ber of students who viewed research as distinct from and not useful to the
practice of social work. Instead, the majority of graduate students viewed
research as important given its capacity to produce evidence to inform
practice, and they were not concerned about perceptions of the potential
negative implications of evidence-based practice model.
These students’ apprehension appeared to originate with a perception
of their own inability to conduct research. There was a fundamental ten-
sion between their intellectual appreciation of the value of research in their
personal and professional lives and their self-perceived inability to conduct
research. This finding may support Montcalm’s (1999) position that assess-
ment of students’ general attitudes toward research should be conducted
after they begin to understand that they have the ability to conduct research
and to achieve positive results. It might be anticipated that as students’ pre-
occupation with their perceived incapacity decreases, they may focus more
on critical analysis of research, its implications for the people with whom
social workers engage, and its capacity for advancing a social justice agenda.
566 M. Morgenshtern et al.

Limitations
A number of limitations related to sampling and participant bias call for cau-
tion in the application and generalization of our findings. This study used
a sample limited to one MSW program in a Canadian university; we can-
not assume the described patterns would exist across all graduate social
work programs. There is little detailed information available about gradu-
ate student attitudes toward research, and therefore we cannot judge how
indicative the qualitative responses might be of the attitudes of a broader
graduate student population. Further, although careful strategies were used
to safeguard the anonymity of the participants (who were also students in
a research class) it is possible that the desire to maintain good relationships
with classmates, or the belief that professors might associate eagerness to
participate in the study with higher grades, might have affected responses.
It should be noted that many students chose not to participate and many
who did provided negative responses.

Implications for Teaching Research

This study supports the findings of Holley (2007), Lundahl (2008) and Olsen
(1990), who have emphasized important links between doing research and
the development of more positive student attitudes toward learning research.
Students’ confusion about the nature of research and anxiety about its pur-
ported complexity are partially explained by most students’ lack of practical
prior experience with research. Integrating research projects into research
courses is important to building students’ experience and confidence.
Despite the credibility of qualitative methods, students begin graduate
social work programs with the view that valuable research is synonymous
with quantitative methods and that such methods require advanced mathe-
matical ability and statistical training. To help develop student confidence,
we should pay more attention to those areas of research in which students
sense they lack sufficient knowledge and skills. The diligence of instructors
in identifying fears and correcting faulty perceptions about research is key.
It is also important that educators help students to identify and appreci-
ate the intersection of research and professional practice. Because we shape
attitudes toward research largely through conversation, it is important to
challenge discourses that claim that students have negative attitudes about
research, because it will limit our view of what is possible for students to
learn.
This study suggests that research is highly valued among graduate stu-
dents. Within social work schools, instructors must involve their students as
coworkers in their research projects, and they also must mentor students
involved in these projects. Moreover, it is important that social work faculty
creates a culture that promotes research. Forums in which professors and
 Attitudes Toward Research 567

students share their research studies with others are one strategy to create
such a culture.
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