scholarly journals STUDENTS’ SELF-ASSESSMENT OF ONE’S ABILITIES FOR THEIR LIFE GOALS ACHIEVEMENT

2017 ◽  
Vol 11 (1) ◽  
pp. 59-72
Author(s):  
Stanislava Stoyanova ◽  
Stavroula Roumbou ◽  
Christos Douvlos ◽  
Tsvetelina Hadzhieva ◽  
Stavroula-Vera Strychnou ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Goal Achievement ◽  
Performance Level ◽  
Test Method ◽  
The Self ◽  
Aspiration Level ◽  
Self Assessment ◽  
Frustration Tolerance ◽  
Life Goal ◽  
Self Talk

Goal achievement is considered to be related to need satisfaction, motivation, and self-esteem. The self-assessed abilities for goal achievement were operationalized as positive self-talk, perceived self-efficacy, the performance level of doing a task, the aspiration level, the in/congruence between performance and prognosis, and frustration tolerance to pursue one’s goals in spite of some obstacles. In total, 392 students whose mean age was 21 years old were investigated, divided in sub-samples, with the positive self-talk scale from the ASTQS questionnaire, the self-efficacy scale by Schwarzer & Jerusalem, and the AHA computerized test method from Vienna test system. Students’ self-assessment of one’s abilities for goal achievement revealed the most frequent high levels of perceived self-efficacy and good performance in coding tasks. The other self-assessed abilities for goal achievement were expressed more often at a medium level. The gender differences in the performance level of doing a task were compared to some previous results that indicated a variety of trends, because of the age peculiarities and the types of the tasks that were executed. The advance in age was related to more frequent use of positive self-talk and lower aspiration level, besides to lower performance level. The proposed model of the abilities for goal achievement was successfully approbated in this study revealing the strengths in the students’ self-assessment of one’s abilities for goal achievement and some weaknesses that should be the focus of further interventions in order to increase the students’ frustration tolerance ability and the use of positive self-talk. Keywords: aspiration level, frustration tolerance, life goal, perceived self-efficacy, positive self-talk.

European content validation of the Self-Assessment Goal Achievement (SAGA) questionnaire in patients with overactive bladder

2013 ◽  
Vol 24 (9) ◽  
pp. 1529-1536 ◽  
Author(s):  
Vik Khullar ◽  
Daniela Marschall-Kehrel ◽  
Montserrat Espuna-Pons ◽  
Con J. Kelleher ◽  
Shannon E. Tully ◽  
...  
Keyword(s):  
Overactive Bladder ◽  
Goal Achievement ◽  
The Self ◽  
Content Validation ◽  
Self Assessment

The Association between the Directional Accuracy of Self-Efficacy and Accounting Course Performance

2002 ◽  
Vol 17 (1) ◽  
pp. 1-26 ◽  
Author(s):  
Theodore E. Christensen ◽  
Timothy J. Fogarty ◽  
Wanda A. Wallace
Keyword(s):  
Path Analysis ◽  
Extracurricular Activities ◽  
Self Efficacy ◽  
Essential Element ◽  
The Self ◽  
Accounting Students ◽  
Exam Performance ◽  
Course Performance ◽  
Self Assessment ◽  
Subsequent Performance

This study examines how accounting students' ability to assess their course standing mid-way through the term is associated with their success in the course. Drawing on the paradigm of self-efficacy, we explicitly assess mid-way through the course how aware students are of (1) their exam performance, having taken an exam but before receiving feedback, and (2) their final course grade. Path analysis results for a sample of 214 students suggest that the more conservative a student's self-efficacy (that is, the less optimistic or more pessimistic the self-assessment), the higher the second exam score and final course grade. This relationship holds even after controlling for cumulative GPA in accounting courses, average exam performance during the term, trajectory of achievement, number of accounting classes already completed, and the extent of involvement in extracurricular activities. Path analysis results also support the notion that student characteristics are associated with performance, both directly and indirectly (via their association with the conservatism of self-efficacy). We find that the direction of inaccuracy matters. When students' predictions are below outcomes, reflecting pessimism, subsequent performance improves. When predictions are above outcomes, reflecting optimism, subsequent performance deteriorates. These results suggest that the direction of inaccuracy in understanding current course standing is an essential element of students' success in the classroom, apparently due to the self-regulatory behavior prompted by such misalignment.

The Effect of Career Cruising on the Self-efficacy of Students Deciding on Majors

2014 ◽  
Vol 34 (2) ◽  
pp. 16-25 ◽  
Author(s):  
Karen Cunningham ◽  
Anthony Smothers
Keyword(s):  
Academic Advising ◽  
Self Efficacy ◽  
Short Form ◽  
Career Decision ◽  
The Self ◽  
Assessment Instrument ◽  
Self Assessment ◽  
Test Methodology ◽  
Post Test ◽  
The Impact

We analyzed the impact of a self-assessment instrument on the self-efficacy of those deciding on majors in a university setting. Using a pre- and post-test methodology, we employed Career Cruising to measure career decision-making self-efficacy. Participants completed the Career Decision Self-Efficacy–Short Form (CDSE-SF) with dependent variables of academic advising and the levels of self-efficacy among the CDSE-SF five subscales: Accurate Self-Appraisal, Gathering Occupational Information, Goal Selection, Planning for the Future, and Problem Solving. The data were subjected to paired and independent t tests to measure any differences in mean scores. The results indicated a slight increase in career self-efficacy for students who participated in both Career Cruising and academic advising.

INFLUENCE OF PROCRASTINATION ACADEMIC ON THE SELF ASSESSMENT STUDENT PERFORMANCE ACCORDING TO STUDENT’S LEVEL OF SELF EFFICACY

2016 ◽  
Vol 2016 (4) ◽  
pp. 48-67
Author(s):  
Hugo Dias Amaro ◽  
Elder Semprebon ◽  
Edson Adir Baron Junior ◽  
Angelo Felipe Dezevecki
Keyword(s):  
Student Performance ◽  
Self Efficacy ◽  
The Self ◽  
Self Assessment

scholarly journals The self-assessment accuracy and its relationship with performance and individual characteristics

2011 ◽  
Vol 24 (1) ◽  
pp. 103-126
Author(s):  
YounHee Roh ◽  
YoungWoo Sohn
Keyword(s):  
Locus Of Control ◽  
Self Efficacy ◽  
Self Esteem ◽  
Individual Performance ◽  
Individual Characteristics ◽  
The Self ◽  
Self Assessment ◽  
Self And Other ◽  
Internal Locus Of Control ◽  
Post Hoc

This study investigated the effects of self-assessment accuracy on individual performance. The self-assessment accuracy was defined as the degree of agreement between self- and other-assessments. A total of 158 subjects assessed themselves and others in their groups on the extent to which they actively participate in their group-based task. Following the method of Atwater and Yammarino (1997), subjects were classified into four groups. Individuals assessed as high by self and others, low by self and others, high by self and low by others, and low by self and high by others were categorized as in-agreement/high assessors, in-agreement/low assessors, over-estimators, and under-estimators, respectively. To test the hypothesis that in-agreement/high assessors will show greater performance than in-agreement/low assessors, over-estimators, and under-estimators, one-way ANOVAs and post-hoc analysies were used. The results showed that in-agreement/high assessors showed greater performance (i.e., final record) than in-agreement/low assessors and over-estimators, and so the hypothesis was partially supported. In addition, this study tested the hypotheses that in-agreement/high assessors will show better indices in such individual characteristics as internal locus of control, self-esteem, self-efficacy, conscientiousness, and neuroticism than in-agreement/low assessors, over-estimators, and under-estimators. The results showed that in-agreement/high assessors showed higher self-efficacy and conscientiousness than in-agreement/low assessors, and so the hypotheses were partially supported.

Eficácia Docente: Autoavaliação de Professores da Educação Básica

2018 ◽  
Vol 19 (3) ◽  
pp. 277
Author(s):  
Fabio Luiz Da Silva ◽  
Fabiane Tais Muzardo ◽  
Julho Zamariam ◽  
Fabiane Luzia Menezes Santos ◽  
Brenda Bazante ◽  
...  
Keyword(s):  
Classroom Management ◽  
Primary Education ◽  
Self Efficacy ◽  
The Self ◽  
The Other ◽  
International Studies ◽  
Self Assessment ◽  
Research Instrument ◽  
Modern School ◽  
The One

Desde o surgimento da escola moderna, existe a preocupação com o comportamento dos alunos na sala de aula. O objetivo deste artigo é apresentar os resultados de uma pesquisa que investigou a autoavaliação de professores da Educação Básica a respeito do uso ou não de estratégias consideradas eficazes em estudos internacionais. Para isso, utilizou-se um instrumento de pesquisa construído a partir do exposto por Reynolds et al (2002). Foram investigados 59 professores, que lecionam em escolas de 12 municípios brasileiros. Os resultados obtidos apontam semelhança com outros estudos realizados. Os professores participantes apresentaram robusta crença em sua autoeficácia em sala de aula.Palavras-chave: Ensino. Autoeficácia. Gestão da Sala de AulaAbstractSince the emergence of the modern school, there is concern about the students’ behavior in the classroom. The purpose of this article is to present the results of a research that investigated the self-assessment of primary education teachers regarding the use or not of strategies considered effective in international studies. For this, a research instrument constructed from the one exposed by Reynolds et al (2002) was used. 59 teachers were investigated, who teach in schools in 12 Brazilian cities. The obtained results are similar to the other studies carried out. Participating teachers presented strong belief in their self efficacy in the classroom.Keywords: Teaching. Self-efficacy. Classroom Management

scholarly journals Linguistic validation of translation of the self-assessment goal achievement (saga) questionnaire from English

2012 ◽  
Vol 10 (1) ◽  
pp. 40 ◽  
Author(s):  
Elisabeth Piault ◽  
Sameepa Doshi ◽  
Barbara A Brandt ◽  
Çolpan Angün ◽  
Christopher J Evans ◽  
...  
Keyword(s):  
Goal Achievement ◽  
The Self ◽  
Self Assessment ◽  
Linguistic Validation
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