{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/69065"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/69065","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Relationships Among Entry-Level Education, Attitudes Toward Professionalizing Values, Professional Behaviors and Attitudes and Behaviors Concerning Continuing Professional Education as Perceived by Recently Certified Occupational Therapists, Registered","abstract":"Entry-level education programs have been considered the arenas in which health professionals acquire the values and roles for later professionalizing behaviors. It has been speculated that certain aspects of entry-level programs positively relate to professionalizing and continuing professional education attitudes and behaviors. A national sample of recently certified occupational therapists, registered, selected by region and year since certification, was surveyed. Therapists were asked to identify emphasized aspects of their entry-level educational programs which they felt had had a positive or negative influence on attitudes toward occupational therapy as a profession. They were also asked to indicate the degree to which they had been engaged in professionalizing and continuing professional education behaviors such as membership and participation in various levels of professional organizations, participation in government and public affairs issues, pursuit of continuing professional education, and development of research and publications. Finally, they were asked to indicate their perceptions of the influence which entry-level education had had on their professionalizing and continuing professional education attitudes and behaviors, and the influences which these attitudes and behaviors had on each other.","abstract_html":"Entry-level education programs have been considered the arenas in which health professionals acquire the values and roles for later professionalizing behaviors. It has been speculated that certain aspects of entry-level programs positively relate to professionalizing and continuing professional education attitudes and behaviors. A national sample of recently certified occupational therapists, registered, selected by region and year since certification, was surveyed. Therapists were asked to identify emphasized aspects of their entry-level educational programs which they felt had had a positive or negative influence on attitudes toward occupational therapy as a profession. They were also asked to indicate the degree to which they had been engaged in professionalizing and continuing professional education behaviors such as membership and participation in various levels of professional organizations, participation in government and public affairs issues, pursuit of continuing professional education, and development of research and publications. Finally, they were asked to indicate their perceptions of the influence which entry-level education had had on their professionalizing and continuing professional education attitudes and behaviors, and the influences which these attitudes and behaviors had on each other.","abstract_has_math":false,"creators":["Jones, Jacqueline Lee"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1986,"date_issued":"1986","date_published":"1986","updated_at":"2026-07-22T22:26:00Z","subjects":["Health Sciences, Education","Health Sciences, Rehabilitation and Therapy"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(UMI)AAI8623336"],"render_values":[{"text":"(UMI)AAI8623336","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/69065","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Jones, Jacqueline Lee"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["1986","2014-12-15T18:51:00Z","10000-01-01"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Health Sciences, Education","Health Sciences, Rehabilitation and Therapy"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/69065","(UMI)AAI8623336"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Entry-level education programs have been considered the arenas in which health professionals acquire the values and roles for later professionalizing behaviors. It has been speculated that certain aspects of entry-level programs positively relate to professionalizing and continuing professional education attitudes and behaviors. A national sample of recently certified occupational therapists, registered, selected by region and year since certification, was surveyed. Therapists were asked to identify emphasized aspects of their entry-level educational programs which they felt had had a positive or negative influence on attitudes toward occupational therapy as a profession. They were also asked to indicate the degree to which they had been engaged in professionalizing and continuing professional education behaviors such as membership and participation in various levels of professional organizations, participation in government and public affairs issues, pursuit of continuing professional education, and development of research and publications. Finally, they were asked to indicate their perceptions of the influence which entry-level education had had on their professionalizing and continuing professional education attitudes and behaviors, and the influences which these attitudes and behaviors had on each other.","The response pattern was homogeneous, with no significant correlations at the .05 level on the grouped variables when year and region were considered. The most apparent result was that, although most respondents were found to have a high level of attitudes and values for professionalism, few were engaged at a high level in professionalizing behaviors to support that attitude. Master's-level entry, administrators, and full-time career intentions respondents did show a slightly higher profile of professional behaviors than did others when variables of educational entry, role, and intention were considered but not to a significant degree. Entry-level education was perceived as having little or no influence on attitudes and behaviors. A few significant correlations at the .05 level were found between specific individual entry-level education and attitude and behavior variables, but these were minor to the study. Relationships between attitude, intentions, and behaviors have been discussed as possible reasons for this discrepancy.","Made available in DSpace on 2014-12-15T18:51:00Z (GMT). No. of bitstreams: 1 8623336.pdf: 8651748 bytes, checksum: 5d637869755f8208a4b9c797bcc9b73e (MD5) Previous issue date: 1986","Embargo set by: Seth Robbins for item 69231 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","246 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1986."]},{"key":"dc:title","label":"Title","values":["Relationships Among Entry-Level Education, Attitudes Toward Professionalizing Values, Professional Behaviors and Attitudes and Behaviors Concerning Continuing Professional Education as Perceived by Recently Certified Occupational Therapists, Registered"]}]}],"canonical_facts":{"dc:creator":["Jones, Jacqueline Lee"],"dc:date":["1986","2014-12-15T18:51:00Z","10000-01-01"],"dc:description":["Entry-level education programs have been considered the arenas in which health professionals acquire the values and roles for later professionalizing behaviors. It has been speculated that certain aspects of entry-level programs positively relate to professionalizing and continuing professional education attitudes and behaviors. A national sample of recently certified occupational therapists, registered, selected by region and year since certification, was surveyed. Therapists were asked to identify emphasized aspects of their entry-level educational programs which they felt had had a positive or negative influence on attitudes toward occupational therapy as a profession. They were also asked to indicate the degree to which they had been engaged in professionalizing and continuing professional education behaviors such as membership and participation in various levels of professional organizations, participation in government and public affairs issues, pursuit of continuing professional education, and development of research and publications. Finally, they were asked to indicate their perceptions of the influence which entry-level education had had on their professionalizing and continuing professional education attitudes and behaviors, and the influences which these attitudes and behaviors had on each other.","The response pattern was homogeneous, with no significant correlations at the .05 level on the grouped variables when year and region were considered. The most apparent result was that, although most respondents were found to have a high level of attitudes and values for professionalism, few were engaged at a high level in professionalizing behaviors to support that attitude. Master's-level entry, administrators, and full-time career intentions respondents did show a slightly higher profile of professional behaviors than did others when variables of educational entry, role, and intention were considered but not to a significant degree. Entry-level education was perceived as having little or no influence on attitudes and behaviors. A few significant correlations at the .05 level were found between specific individual entry-level education and attitude and behavior variables, but these were minor to the study. Relationships between attitude, intentions, and behaviors have been discussed as possible reasons for this discrepancy.","Made available in DSpace on 2014-12-15T18:51:00Z (GMT). No. of bitstreams: 1 8623336.pdf: 8651748 bytes, checksum: 5d637869755f8208a4b9c797bcc9b73e (MD5) Previous issue date: 1986","Embargo set by: Seth Robbins for item 69231 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","246 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1986."],"dc:identifier":["http://hdl.handle.net/2142/69065","(UMI)AAI8623336"],"dc:subject":["Health Sciences, Education","Health Sciences, Rehabilitation and Therapy"],"dc:title":["Relationships Among Entry-Level Education, Attitudes Toward Professionalizing Values, Professional Behaviors and Attitudes and Behaviors Concerning Continuing Professional Education as Perceived by Recently Certified Occupational Therapists, Registered"],"dc:type":["text"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:26:00Z"}