Progress in a social work writing course: Self-efficacy, course objectives, and skills

Authors

Jane D. Woody
Mary G. Zeleny
Henry J. D'Souza
Jeanette Harder, University of Nebraska at OmahaFollow
Jacqueline Reiser
P.eter Szto

Document Type

Article

Publication Date

2014

Publication Title

Journal of Social Work Education

Volume

50

First Page

507

Last Page

524

Abstract

Although instructors express concerns about social work students’ writing skills, little research has been conducted. One remedy is a social work-focused writing course. This study assessed a required writing course with a sample of 49 baccalaureate students. From online pre- and post-test surveys, two student outcomes improved significantly: self-reported scores for writing self-efficacy and competence in course objectives. On-demand writing samples improved significantly based on anonymous rating by the course instructors; however, blind ratings found gains but not at a significant level. Improved outcomes were not associated with demographic or background characteristics. We discuss limitations of the study and implications for social work education.

Comments

https://doi.org/10.1080/10437797.2014.917895

Recommended Citation

Woody, Jane D.; Zeleny, Mary G.; D'Souza, Henry J.; Harder, Jeanette; Reiser, Jacqueline; and Szto, P.eter, "Progress in a social work writing course: Self-efficacy, course objectives, and skills" (2014). Social Work Faculty Publications. 10.
https://digitalcommons.unomaha.edu/socialworkfacpub/10