LANGUAGE IN INDIA

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Impact of Education on Development of Self-Concept in Adults

Naushaba Atta Ch., Ph.D., Nadeem Ahmad Ch. and Muhammad Jamil Bajwa

Abstract

The purpose of study was to determine the impact of education on self concept of adults.

Population of the study was all the 25 -45 years old citizens of Rawalpindi & Islamabad. Accessible sampling was done. Six hundred individuals including male and female having qualification of different levels were requested to participate in the study but only 451 responded back.

The data were collected personally through an instrument originally developed by Jayne E Stake in 1994.

There were six sub-scales of the instrument, i.e. likeability, morality, task accomplishment, giftedness and power. Researcher translated the instrument into Urdu and validated through team of three experts. It was used after pilot testing and getting formal permission from author.

To explore the differences among six groups having education of different levels, i.e., under matric, matric, intermediate, graduates, masters & above and professional education. The impact of education was explored on all sub-scales of self-concept. One way ANOVA was applied. It was found that level of qualification affects the self-concept of adult. Mean values indicated that subjects with masters & above qualification had highest mean scores while subjects who were under matric had lowest mean scores on self-concept scale. The mean score of adults having qualifications masters & above, Graduation, Intermediate, Matric and Under Matric was 139.16, 132.37, 125.20, 116.67 and 98.23 respectively. For professional qualification mean score were 138.36. The p - value was 0.000, for all levels of education and for all sub-scales of self-concept it was highly significant, which showed that as the level of education increases, the self-concept of adults also increases and self-concept of adults is directly proportional to their qualification.

Findings of the study showed that education affects the self concept of adults. Adults with highest qualification showed highest mean score and adults with lowest qualification showed lowest mean score on likeability, morality, task accomplishment, giftedness and power sub scales of self concept. Giftedness sub-scale of self-concept was scored lowest by all groups while morality sub-scale was scored highest in all groups collectively.

Introduction

Education is the driving force for development of a country or a nation in globalizing world. At the human level, education contributes in enhancing self-esteem and confidence, leading towards empowerment. Education is increasingly becoming one of the most effective tools used to empower the individuals and to increase tolerance with in society.

It has been found that teacher's feed back, grading practices, evaluation and communication of caring students realise them about their abilities in particular subjects. But great increase in self-esteem probably comes when students grow more competent in the areas they value including social areas (Woolfalk, 1998). It means our view about our selves come not only from direct contemplation of our personal qualification, but also from impressions of how other perceive us. While discussing role of education in development of self concept there are two different thoughts. First one is that self-concept affects academic experience and the other one is that education affects self concept. The study of literature shows positive correlation between self concept and academic performance, but we can't decide which comes first, positive self concept or high academic achievement.

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