Graduate Social Work Education and Cognitive Complexity: Does Prior Experience Really Matter?

Autor/in	Simmons, Chris
Titel	Graduate Social Work Education and Cognitive Complexity: Does Prior Experience Really Matter?
Quelle	In: Journal of Teaching in Social Work, 34 (2014) 3, S.235-247 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0884-1233
DOI	10.1080/08841233.2014.908337
Schlagwörter	Social Work; Graduate Students; Prediction; Age; Critical Thinking; Regression (Statistics); Educational Experience; Student Evaluation; Cognitive Development; Educational Policy; Accreditation (Institutions) + Suchen Sie Ihr Suchwort? Soziale Arbeit; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Vorhersage; Alter; Lebensalter; Kritisches Denken; Regression; Regressionsanalyse; Bildungserfahrung; Schulnote; Studentische Bewertung; Kognitive Entwicklung; Politics of education; Bildungspolitik; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10