Abstract
Although research teaching literature suggests that social work students may have different research learning attributes than students in other disciplines, minimal data exist to support this view. This study compared the self-reported research anxiety, computer anxiety, and research orientations of 149 full-time graduate social work, psychology, and business students at a research university. Social work students reported more research and computer anxiety and generally believed that research was less important to their profession than students in the comparison groups. Implications for teaching research to social work graduate students are discussed.
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