Why Epistemology Matters

The University Archives has determined that this item is of continuing value to OSU's history.Keynote Speaker: Jeane W. Anastas, B.L.S., M.S.W., Ph.D., Associate/Academic Dean, Director, Ph.D. Program, New York University, New York, NY - "Why Epistemology Matters"The Ohio State University College of Social Wor

EPAS objectives and foundation practice self-efficacy: A replication

This replication study continued the examination of the psychometric properties of the Foundation Practice Self-Efficacy Scale (FPSE) with a sample of MSW students. As in the original study, evidence regarding the reliability, validity and sensitivity to change of this measure was found. First, internal reliability estimates for the FPSE all exceeded .95. Second, in terms of validity, the large positive correlation that had been predicted between the FPSE and the Social Work Empowerment scale was observed. Third, the amount of change in students’ FPSE total scale scores between pretest and posttest was found to be statistically significant. The final version of this manuscript for citation is: Holden, G., Anastas, J., & Meenaghan, T. (2005). EPAS objectives and foundation practice self-efficacy: A replication. Journal of Social Work Education, 41(3), 559-570

Student self-efficacy as an outcome of social work education

Social work educators need reliable and valid measures of educational outcomes to meet the increasing demands of social work program development and the accreditation process. The research reported here is one element in an ongoing program that is attempting to develop a social work educational assessment approach using the Social Cognitive Theory construct self-efficacy. In this replication study with 331 MSW students, we found evidence supporting the reliability and sensitivity to change of the Social Work Self-Efficacy scale

Determining attainment of the EPAS foundation program objectives: Evidence for the use of self-efficacy as an outcome

Building on research related to social cognitive theory and its construct of self-efficacy, this article describes the development of the Foundation Practice Self-Efficacy scale (FPSE). This measure is designed to assess graduate social work programs’ attempts to achieve the educational policy objectives for foundation year graduate study set by the Council on Social Work Education. Preliminary evidence regarding the reliability, validity and sensitivity to change of this measure are presented. The authors discuss changes in MSW students’ self-efficacy over the course of the foundation year. The final version of this manuscript for citation is: Holden, G., Anastas, J., & Meenaghan, T. (2003). Determining attainment of the EPAS foundation program objectives: Evidence for the use of self-efficacy as an outcome. Journal of Social Work Education, 39, 425-440

Outcomes of social work education: The case for social work self-efficacy

Has social work education been effective at promoting the development of specific practice skills and how can students’ skill levels feasibly be assessed? This paper describes the development and testing of the Social Work Self-Efficacy Scale, which assesses social workers’ confidence regarding a broad range of social work tasks. Pre-post data from two cohorts of social work students are presented showing significant positive change in MSW students’ self-efficacy, suggesting a new approach to outcomes assessment in social work education. Final version of background manuscript for citation: Holden, G., Meenaghan, T., Anastas, J. & Metrey, G. (2002). Outcomes of social work education: The case for social work self-efficacy. Journal of Social Work Education, 38, 115-133

Student self-efficacy as an outcome of social work education

Social work educators need reliable and valid measures of educational outcomes to meet the increasing demands of social work program development and the accreditation process. The research reported here is one element in an ongoing program that is attempting to develop a social work educational assessment approach using the Social Cognitive Theory construct self-efficacy. In this replication study with 331 MSW students, we found evidence supporting the reliability and sensitivity to change of the Social Work Self-Efficacy scale

Outcomes of social work education: The case for social work self-efficacy

Has social work education been effective at promoting the development of specific practice skills and how can students’ skill levels feasibly be assessed? This paper describes the development and testing of the Social Work Self-Efficacy Scale, which assesses social workers’ confidence regarding a broad range of social work tasks. Pre-post data from two cohorts of social work students are presented showing significant positive change in MSW students’ self-efficacy, suggesting a new approach to outcomes assessment in social work education. Final version of background manuscript for citation: Holden, G., Meenaghan, T., Anastas, J. & Metrey, G. (2002). Outcomes of social work education: The case for social work self-efficacy. Journal of Social Work Education, 38, 115-133

The Social Work Self-Efficacy Scale (SWSE)

The SWSE is a 52 item scale created following Bandura’s guidelines for the creation of self-efficacy scales (Bandura, 1997b). The SWSE takes approximately 15 minutes to complete. The SWSE’s readability estimate is Flesch-Kincaid Grade Level: 9.9. There is preliminary evidence regarding the reliability, validity and sensitivity to change of the data collected via the SWSE. Final version of background manuscript for citation: Holden, G., Meenaghan, T., Anastas, J. & Metrey, G. (2002). Outcomes of social work education: The case for social work self-efficacy. Journal of Social Work Education, 38, 1, 115-133

Research design for social work and the human services, 2nd ed./ Anastas

xvi, 599 hal.; 25 cm

Research design for social work and the human services, 2nd ed./ Anastas

xvi, 599 hal.; 25 cm