The relationship between self -concept and self -ratings of generalizable skills of students in postsecondary career and technical programs
Abstract
The purpose of the study was to determine the relationship between self-concept and self-ratings of generalizable skills for students in postsecondary career and technical programs. Ninety students from four program areas at a Midwestern postsecondary technical college were administered the Generalizable Skills Self-Rating Assessment and the Tennessee Self-Concept Scale:2. The four career and technical program areas included Business, Family and Consumer Sciences, Health Occupations, and Industrial. The Generalizable Skills Self-Rating Assessment instruments have high content and face validity, high internal consistency, and moderate to high test-retest reliability. The Tennessee Self-Concept Scale has a 35 year history as a self-assessment instrument. The results of this study revealed low correlations between student self-ratings and self-concept in the four generalizable skills areas (mathematics, communication, interpersonal, and reasoning). This study suggested that the Generalizable Skills Student Self-Ratings Assessment instruments and the TSCS:2 appear to focus on and measure different constructs. Although this study had several practical limitations, the results may reflect that self-concept is multi-dimensional. Researchers and practitioners are encouraged to investigate the distinctive and complex nature of self-ratings and self-concept. Additional populations are needed to explore the relationship between the Generalizable Skills Student Self-Ratings Assessment instruments and other measures of self-concept. Although it is not a test of academic ability, educators need to know the results of students' generalizable skills assessments in order to provide accurate and timely feedback to students regarding their learning strengths and limitations. Educators may then integrate instruction in the less proficient skills into the curricula. The importance of each generalizable skill area in the work setting should be impressed upon the students; thereby, motivating them to improve their skills.
Degree
Ph.D.
Advisors
Greenan, Purdue University.
Subject Area
Curriculum development|Vocational education
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