Exploration of Grit, Self-Reflection and Insight, and Anxiety: A Multisite Study of Doctor of Physical Therapy Students

Abstract

Introduction. Physical therapist education is rigorous and challenging and reports of mental health concerns in college-aged students continue to rise. Review of Literature. Although the association between student mental health and behavioral characteristics has garnered interest, few researchers have examined the relationship across educational programs and years of study. This study aimed to investigate grit, self-reflection, and anxiety in Doctor of Physical Therapy (DPT) students. Methods. In this cross-sectional study, 535 DPT students (years 1, 2, 3) enrolled in 3 programs were invited to complete a demographic survey, Grit scale (Grit-S), State portion of the State-Trait Anxiety Inventory (STAI-S), and Self-Reflection and Insight Scale (SRIS). Data analysis summarized demographic variables and survey scores and explored differences and associations among schools, years of study, and demographic variables. Results. Two hundred fifty-four students (72.7% female; 76.8% Caucasian; 70.9% aged 20–25 years) participated; response rate of 47.5%. Mean survey scores for Grit-S (3.73; ± .52), SRIS composite (92.01; ± 12.54), and STAI-S (41.94; ± 11.66) showed no meaningful differences among schools. Grit scale scores were lowest in the second year and highest in year 3. Female participants scored higher than male participants on the SRIS engagement subscale. Higher Grit-S scores were associated with lower anxiety scores and higher composite SRIS scores. Higher SRIS composite scores were associated with less anxious students. Anxiety scores were inversely related to insight scores. Discussion. Doctor of Physical Therapy student grit scores were generally consistent with published means for health professional students. Self-Reflection and Insight Scale scores for DPT students were higher than nursing and medical students. Students exhibited higher state anxiety scores compared with the general population. Grit Scale changes over time may reflect curricular experiences and growing sense of competence. Relationships among grit, self-reflection, and anxiety may represent an important finding with potential to prompt proactive interventions or support. Further research is needed to understand the impact of demographic factors.