The Impact Of Physical Therapist Assistant Education On Self Concept Of Non-Traditional Students

College Student Journal, March, 1999 by Janet L. Rogers, Rosemary J. Gottlieb

Educational programs in the health care field are having an Increase in numbers of non-traditional students enrolled in their programs. Many of these students have diverse backgrounds and life experiences which may present different types of problems than the traditional student when enrolling in college. This study addressed the area of self concept in non-traditional students. The goal was to identify, through the use of the Tennessee Self Concept Scale (TSCS), self-concept levels of non-traditional physical therapist assistant (PTA) students at Southern Illinois University Carbondale (SIUC) and the effect that completion of the PTA program had on their self-concept level. The results revealed that overall self concept increased in PTA students at the completion of their course of study.

Introduction

On today's college campuses, there is an increase in the number of non-traditional students. Many non-traditional students may find the atmosphere of academia intimidating and anxiety producing for a number of reasons: they feel different from the traditional students; the time they spend studying takes away from their home responsibilities; and they feel a need to be successful since they are making the commitment to an education later in life. The majority of students enrolled in Southern Illinois University's physical therapist assistant program are and have been non-traditional students. These students would enter the program highly motivated yet intimidated by academics and the university environment, and nervous about asserting themselves in clinical situations involving patient and colleague contact. However by the end of their course of study, it was observed by the program faculty that the PTA students were much more self assured and confident in themselves and their abilities to handle academic and professional situations.

Based on the premise that educational training, concluding with a degree as a physical therapist assistant, would increase the self concept in non-traditional students, a study was performed that tested the self concept of non-traditional students upon entrance into the PTA program and upon conclusion of their course of study in the program. The primary purpose was to determine whether PTA education had a significant impact on the self concept of non-traditional students. The secondary purpose was to identify whether the impact was positive or negative. It was hypothesized that PTA education would have a significant impact on non-traditional students' self concept. It was also hypothesized that the impact would be positive.

Literature Review

Self concept is described as the personal characteristics, feelings, and images that individuals have of themselves. It is formed by different areas of self representation that are composed of positive experiences, negative experiences, and some experiences of what one would like to be but has not actually achieved (Markus & Nurius, 1986).

Self concept is unique to each person. Each person develops a personal sense of self that is developed by life experiences. It is not innate, but develops out of a vast number of differential experiences. In adulthood, new experiences can change personal evaluations of self. The adult integrates successes and failures resulting in a mature representation of self (Erickson, 1982).

Labouvie-Vief, Chiodo, Goguen, Diehl, and Orwoll (1995) concluded that adults were more likely to describe the self in terms of change and transformation. Results from their study indicated that adults adjust their representations of self according to the reorganization of goals that they set for themselves as they become aware of time limits on their life course (Labouvie-Vief, Chiodo, Goguen, Diehl & Orwoll, 1995). Previous research (Cantor & Kihlstrom, 1986; Ross, 1992) reported that self concept is continuously active. As individuals set new goals for themselves they reformulate their conception of self. Life goals are chosen on the basis of needs, motives, and values. When adults choose new goals, they are most often goals that are attainable but challenging.

Academic self concept refers to specific areas of study; it focuses on a person's ability to accomplish and achieve goals that allow them to succeed in a classroom environment. Non-academic self concept is composed of both social and physical components such as how a person regards himself/herself, how a person is able to relate to others emotionally, and how a person perceives his/her appearance (Hattie, 1992; Marsh & Shavelson, 1985).

Some studies have concluded no causal predominance between self-concept and academic achievement. Byrne (1986) reported that a causal predominance between self-concept and academic achievement could not be established. However, she reported that academic achievement had causal predominance over academic self-concept. Muruyama, Rubin & Kingsbury (1981) found no evidence that academic achievement and self-concept were causally related to each other and suggested that "third variables" such as social class and ability "caused" both academic achievement and self-concept. Shavelson and Bolus (1982) performed a study which suggested a causal predominance of self-concept of ability over academic achievement. Bachman and O'Malley (1986) performed research that revealed that the impact of academic achievement on global self-esteem occurred via self-concept of ability.