TY - JOUR
T1 - Architecture students and research courses
T2 - are they aligned? Students’ attitude towards research courses
AU - Jansen, S. J.T.
AU - Boumeester, H. J.F.M.
AU - Rooij, R. M.
PY - 2021
Y1 - 2021
N2 - Research courses are part of many higher education curricula. However, students’ attitudes towards statistics and research courses tend to be negative. One way to measure students’ attitude is with the Revised-Attitudes Towards Research scale (R-ATR). The current study examined: (1) the internal reliability of the R-ATR, (2) the attitude of Dutch second-year architecture students towards research courses, and (3) whether attitude is related to age and gender. It was found that the R-ATR has good internal reliability and that Dutch second-year architecture students’ attitude towards research courses is reasonably favorable. Students generally acknowledge the usefulness of research courses and do not feel anxious, but find them stressful and difficult to some extent and do not enjoy them. Further analyses showed three types of students: relaxed students, virtuous students and worried students, who each require a different approach to improving their attitude towards research courses. No relationship emerged between attitude and age or gender, but female students considered research courses somewhat more useful. Providing a research-friendly, enjoyable, and supportive environment might improve students’ attitude towards research courses.
AB - Research courses are part of many higher education curricula. However, students’ attitudes towards statistics and research courses tend to be negative. One way to measure students’ attitude is with the Revised-Attitudes Towards Research scale (R-ATR). The current study examined: (1) the internal reliability of the R-ATR, (2) the attitude of Dutch second-year architecture students towards research courses, and (3) whether attitude is related to age and gender. It was found that the R-ATR has good internal reliability and that Dutch second-year architecture students’ attitude towards research courses is reasonably favorable. Students generally acknowledge the usefulness of research courses and do not feel anxious, but find them stressful and difficult to some extent and do not enjoy them. Further analyses showed three types of students: relaxed students, virtuous students and worried students, who each require a different approach to improving their attitude towards research courses. No relationship emerged between attitude and age or gender, but female students considered research courses somewhat more useful. Providing a research-friendly, enjoyable, and supportive environment might improve students’ attitude towards research courses.
KW - Anxiety
KW - Architecture education
KW - Attitude
KW - Research courses
KW - Usefulness
UR - http://www.scopus.com/inward/record.url?scp=85111509116&partnerID=8YFLogxK
U2 - 10.1007/s10984-021-09380-z
DO - 10.1007/s10984-021-09380-z
M3 - Article
AN - SCOPUS:85111509116
SN - 1387-1579
VL - 25
SP - 549
EP - 563
JO - Learning Environments Research
JF - Learning Environments Research
IS - 2
ER -