Reflective-Thinking and Resilience as Predictors of Professionalism in Master of Social Work Students

Abstract

ABSTRACT Social work students are expected to learn about and demonstrate several professional competencies during their academic and fieldwork studies. This study explored the associations between professionalism, resilience, and reflective thinking in a sample of 212 students enrolled in a Master of Social Work program. The sample was predominantly female, aged 20 to 29, with an international student enrollment status. Students completed a demographic questionnaire, the Professionalism Assessment Tool (PAT), Reflective Thinking Scale (RTS), and Resilience at University (RAU) instruments. Multilinear regression analyses with bootstrapping identified three RTS variables—Critical Reflection (p = .005), Habitual Action (p = .022), and Understanding (p = .026)—as significant predictors of students’ performance on the PAT Relationships With Others subscale. The RAU factor, Maintaining Perspective, was determined to be a strong predictor in three key PAT subscales: Citizenship & Professional Engagement (p = .01), Lifelong Learning & Adaptability (p = .003), and Relationships With Others (p = .004). The outcomes highlight the importance and relevance of reflective-thinking and resilience skills for social work students’ acquisition of desirable knowledge, attributes, and practices related to professionalism. The implications for social work education curricula and recommendations for further research are also discussed in the article.