Quantitative Research Attitudes and Research Training Perceptions Among Master's‐Level Students

Abstract

This study explored master's-level counseling students' (N = 804) perceptions of training in the Council for Accreditation of Counseling and Related Educational Programs (2009) Research and Program Evaluation standard, and their attitudes toward quantitative research. Training perceptions and quantitative research attitudes were low to moderate, with no statistical differences across program accreditation or specialty area. Implications and possibilities for future research are discussed.

Student Perceptions of Research in an Occupational Therapy Doctoral Program: A Cross-Sectional Survey

“…The authors found that students in this study feared the use of statistics, not only in learning, but also in analyzing data (Steele & Rawls, 2015). However, there was moderate agreement that their programs prepared them to understand statistical methods and various aspects of needs assessment, program evaluation, and the use of findings (Steele & Rawls, 2015). Their students understood, to a slightly greater extent, that research was important to the counseling profession (Steele & Rawls, 2015).…”

“…The students expressed a level of confidence in their ability to critically appraise research and keep current in the research literature by reporting that they regularly read peer-reviewed professional journals (Connolly et al, 2001). In a study by Steele and Rawls (2015), the authors found that master's level counseling students did not believe research played an integral role for their clinical proficiency. The authors found that students in this study feared the use of statistics, not only in learning, but also in analyzing data (Steele & Rawls, 2015).…”

“…In a study by Steele and Rawls (2015), the authors found that master's level counseling students did not believe research played an integral role for their clinical proficiency. The authors found that students in this study feared the use of statistics, not only in learning, but also in analyzing data (Steele & Rawls, 2015). However, there was moderate agreement that their programs prepared them to understand statistical methods and various aspects of needs assessment, program evaluation, and the use of findings (Steele & Rawls, 2015).…”

Doctoral Education in Quantitative Research Methods: Some Thoughts about Preparing Future Scholars

“…Current graduate coursework in research methods either focuses on introducing students to a multiplicity of methods with little time to develop deep understanding [33] or choosing a specific topic (e.g., regression analysis) and teaching it thoroughly to the exclusion of extensions or alternatives. These approaches can be off-putting and generally results in negative stance toward quantitative research [34]. Field's [35] new textbook in statistics shows some sensitivity to this problem by using a comic-book style illustrated science fiction narrative to embed the teaching of statistical logic into an emotionally engaging story line of a young man whose partner has left him.…”

Voices from the Desks: Exploring Student Experiences in Counselor Education

“…Traditional academic knowledge acquisition can be stressful for counseling graduate students, especially real-life scenarios, fieldwork, and research skills (El-Ghoroury, Galpur, Sawaqdeh, & Bufka, 2012;Furr & Carroll, 2003;Steele & Rawls, 2014). Graduate students must socialize to the ethics, values, and culture of a profession (Boyle &Boice, 1998;Golde, 1998;Weidman et al, 2001).…”