Date

March 2007

Document Type

Article

Chair

Karen L. Parker

Primary Subject Area

Education, Higher

Keywords

self-concept, internship

Abstract

This study investigated the effect of short internship on college students’ self-concept. The null hypothesis of this study is that there will be no significant difference in the total self concept, as measured by a standardized self-concept instrument, with college students who complete a course requiring a short internship and students who complete a course that does not have a short internship component. The Tennessee Self-Concept Scale: Second Edition was used to assess the self-concept of the participants. Higher education institutions have increased the requirement of service learning experiences and internships in their curriculums. There has been little research to determine if these learning experiences increase the self-concept of the student. This exploratory/descriptive study used an experimental control group design with a demographic survey. There were 19 participants in the experimental group and 12 participants in the control group. Multiple single factor repeated-measures ANOVAs (one-way analysis of variance) revealed no differences between the experimental and control groups or within the groups of participants. In summary, the results of this study confirm that short internships did not result in statistically significant differences in student self-concept as measured by the TSCS: 2 of the participants used in this study.

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