Effects of Academic Engagement on Ego-Resilience and Academic Self-Efficacy in Clinical Physical Therapists

Purpose : This study aimed to examine the differences in ego-resilience, academic self-efficacy, and job stress depending on academic engagement among physical therapists, and to identify the influencing factors on psychological resources. Methods : A total of 227 licensed physical therapists working in the Seoul metropolitan area participated in this cross-sectional study. Participants were categorized into two groups: the academic engagement group (n = 115) and the non-engagement group (n = 112). Self-reported questionnaires were used to assess ego-resilience, academic self-efficacy, and job stress. The data were analyzed using independent t-tests or ANOVA to compare group differences and multiple regression analysis to identify predictors of ego-resilience and academic self-efficacy. Results : The academic engagement group showed significantly higher scores in ego-resilience (M=3.61, SD=0.43) and academic self-efficacy (M=3.76, SD=0.58) compared to the non-engaged group (p <.001). There was no significant difference in total job stress (p =.085), but sub-domains such as interpersonal conflict (p =.008) and work environment (p =.008) revealed the group differences. In multiple regression analysis, ego-resilience was significantly predicted by age (≥30), job position, and academic engagement (F(6, 220)=6.54, p <.001, Adjusted R² =.151). Academic self-efficacy was predicted by age and academic engagement (F(6, 220)=7.13, p <.001, Adjusted R² =.189). Conclusion : These findings suggest that academic engagement may positively influence psychological resources among physical therapists. Systematic support for self-directed learning and academic development is needed to enhance professional growth and resilience in clinical settings.