ERIC Number: EJ1031430
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 31
Graduate Social Work Education and Cognitive Complexity: Does Prior Experience Really Matter?
Journal of Teaching in Social Work, v34 n3 p235-247 2014
This study examined the extent to which age, education, and practice experience among social work graduate students (N = 184) predicted cognitive complexity, an essential aspect of critical thinking. In the regression analysis, education accounted for more of the variance associated with cognitive complexity than age and practice experience. When age and direct practice experience were controlled for, education accounted for 6% of the variance in cognitive complexity. Results suggest that education experience may play a more important role in social work student cognitive complexity than age or practice experience. Implications for social work education and assessing student cognitive development are discussed.
Descriptors: Social Work, Graduate Students, Prediction, Age, Critical Thinking, Regression (Statistics), Educational Experience, Student Evaluation, Cognitive Development, Educational Policy, Accreditation (Institutions)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A