| Sumario: | Although research teaching literature suggests that social work students may have different research learning attributes than students in other disciplines, minimal data exist to support this view. When summarizing observations and reactions to having taught the required research and statistics courses, social work faculty have consistently emphasized students' low levels of preparation, motivation, and achievement. In response to faulty observation and experience, a significant proportion of social work's research teaching literature has been devoted to methods and techniques for encouraging and motivating students, as well as helping them manage their anxiety about learning, consuming, and conducting research. Overall, the consistency of these descriptions of student learning and prescriptions for teaching suggest that social work students may be unique when compared to students in other professions and disciplines. The study's participants were 149 full time, continuing students in good standing enrolled in one of three graduate programs at Virginia Commonwealth University, a large, urban research institution located in Richmond, Virginia. Sixty-two of the study's participants were in social work, 49 in clinical or counseling psychology, and 38 in business. All social work students were clinical concentrators completing the second year of an MSW program and were enrolled in one of three different sections of their third and final required research course.
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