Differences In Self-evaluation Research Articles

Delving into L2 Learners’ Perspective: Exploring the Role of Individual Differences in Self-Evaluation of L2 Speech Learning

Misalignment between second language (L2) self-perception and actual ability is often observed among L2 learners. In order to further understand this phenomenon, the current study investigated how the roles of individual differences (IDs; especially experiential and cognitive IDs) influence the learners’ self-assessment accuracy. To this end, L2 speech samples elicited from 97 Japanese learners of English were analyzed via self-evaluation and expert evaluations. Subsequently, learners’ IDs profiles, including working memory, phonological memory, implicit learning and auditory processing, were linked to (a) the gap between self- and expert evaluation scores and (b) the type of inaccurate self-evaluation (i.e., overconfident vs. underconfident evaluations). The study illustrates the complex relationships between L2 learners’ linguistic knowledge, cognitive abilities, experiential profiles and self-perception.

학교행정가와 교사 간 교장리더십 인식 차이에 대한 예측 요인 탐색

Historically, investigations into principal leadership have been predominantly focused on the perspectives of teachers. However, criticism has surfaced, contending that studies exclusively focused on teachers' viewpoints inadequately capture principal leadership in an objective manner. Consequently, there is a growing call for a thorough evaluation of leadership that encompasses the perceptions of both school administrators and teachers. To address this issue, this study employed the random forest technique on the 1st year data from the Korean Education and Employment Panel II. The objective was to discern factors predicting variations in the perception of principal leadership between school administrators and teachers. Subsequent to this, Ordinary Least Squares (OLS), school fixed effect model, and school random effect model analyses were conducted employing variables identified for their substantial predictive power through the random forest analysis. This approach facilitated an investigation into principal leadership factors influencing differences in self-evaluation. The findings indicated that positive perceptions among teachers regarding the relationship between the principal and teachers, the conduct of school affairs meetings, teachers' competency, and the efficacy of the school management committee were associated with a reduction in the divergence in the perception of principal leadership between school administrators and teachers. Conversely, a more favorable perception among school administrators concerning the relationship between the principal and teachers, the operation of the curriculum council and student council, and the competencies of teachers in the school resulted in an augmented difference in perception of principal leadership between school administrators and teachers. Based on above results, this study aims to diminish the perceptual gap in principal leadership between school administrators and teachers. Recommendations encompass encouraging teachers to perceive themselves as active members and leaders within the school organization, cultivating an awareness of their roles and responsibilities, and actively participating in problems-solving processes. Furthermore, it is proposed that school administrators should objectively acknowledge their school's functioning and relationships with its members, making concerted efforts to enhance communication within the school community.

감정코칭이 만 3세 유아의 자기조절력에 미치는 영향

The purpose of this study aims to investigate the effect of emotional coaching on the self-regulation ability of infants aged 3 and to provide emotional coaching teaching strategies for the development of self-regulation ability of infants. To this end, an experimental study was conducted on 30 infants attending a daycare center in a city in Gyeonggi-do, 15 infants in a daycare center were selected as experimental groups and 15 infants in a daycare center as comparative groups. As a test tool, Lee Jung-Ran (2003)'s self-regulation test for parents was used as a tool modified by Kim Hwa-Ja (2008). The summary of the results of this study is as follows. First, as a result of the self-regulation test of infants, it was found that the experimental group had a statistically significant difference than the comparative group. Second, it was found that there was a significant difference between self-inspection and self-control, which are higher factors for the self-regulation ability of infants, according to the emotional coaching teaching strategy. Third, it was found that early childhood personality education activities using emotional coaching had significant differences in self-evaluation, self-determination, behavior suppression, and emotionality, which are sub-factors of self-regulation.

Medical students\u2019 self-evaluation of character, and method of character education

BackgroundAs medical doctors must have a strong sense of ethics, character education is particularly important for them compared with other professions. This follow-up study aimed to establish the foundation for developing a character education program in medical schools by (1) conducting a survey among medical students on the self-assessment of one’s character based on eight qualities (service and sacrifice, empathy and communication, care and respect, honesty and humility, responsibility and calling, collaboration and magnanimity, creativity and positivity, patience and leadership), the perceived importance of character, and satisfaction with character education at medical school, and (2) analyzing the usefulness of learning methods for acquiring character elements. It also aimed at verifying the (3) gender differences in self-evaluation of character elements, and (4) academic-year differences in the survey items.MethodsMedical students’ perceptions were identified through a questionnaire survey among 856 medical students from five South Korean medical schools. The questionnaire comprised items on the achievement level of the character element, importance of character in the medical curriculum, satisfaction with character education in medical schools, and the learning method’s degree of helpfulness. Descriptive statistics, t-test, and one-way ANOVA were used to compare responses.ResultsThe importance of eight-character qualities had high average scores, whereas the average scores for satisfaction with character education and achievement level were comparatively low. For the question on each learning method’s helpfulness in gaining the eight-character qualities, the score of team-based learning activities was the highest, followed by club activities, relationships with peers, role modeling of professors, and course study. Regarding satisfaction with character education, male students gave higher scores than female students, manifesting a statistically significant difference. Regarding the importance of the character element in medical education, statistically significant differences existed based on academic year.ConclusionMedical students’ perceptions of character education varied according to gender and academic year. They regarded character education highly but were unsatisfied with the current character education at medical schools. Thus, diverse character education curricula must be developed and implemented along with extra-curricular character programs. An effective approach to implementing character education can be discovered by verifying the differences in students’ perceptions based on the character education courses in medical schools.

Bias and leadership aspirations

This article aims to extend existing work on bias and leadership aspirations by investigating whether there are significant differences in self-evaluations when jointly considering gender and parental status. With a data subset from a survey of 866 women and 1372 men members of the leading Danish union for managers and leaders, we examine the relationship of gender and parental status with leadership aspirations. Contra theory-based expectations, our exploratory study's findings show little difference between mothers and women without children, whereas fathers report significantly higher leadership aspirations than men without children. Supplementary analysis indicates that lower aspirations are accompanied by lower self-evaluations of competence. Our findings thus suggest that men and women are differentially affected by combined gender and parenthood biases and that gendered social expectations for parents affect self-evaluations even in a national context characterized by high levels of gender equality before the law.

Negative self-evaluation induced by acute stress indexed using facial EMG

Maladaptive stress responses are a key feature of several psychiatric disorders, but findings of stress effects on social behavior are inconsistent. Using a within-subject design, we investigated, in 35 healthy participants, the effects of acute stress on psychophysiological and behavioral responses during a simulated online social interaction task. Participants were exposed to established stress and non-stress exposure procedures in two separate sessions. During the task, participants liked or disliked pictures of other putative players and, similarly, saw their own picture being judged by others. After stress exposure, corrugator muscle activity (frowning) was significantly increased when participants saw their own picture while anticipating feedback from others. Consistently, zygomatic muscle activity (smiling) for self-evaluation was lower after stress than in the non-stress session. We found self-report of stress to be a significant predictor of corrugator activity in both sessions, indicating that higher levels of subjective stress overall were accompanied by increased negative self-evaluation. Surprisingly, no stress effects were found on behavioral measures of other-evaluation (i.e., percentage of dislikes to others), but corrugator response significantly predicted the percentage of dislikes during the stress session only. Overall, our findings suggest that stress increases negative self-evaluation as indexed by elevated corrugator activity. Furthermore, stress might sharpen the consistency between corrugator activity and negative evaluation of others. Our results indicate that negative self-evaluation might be a useful therapeutic target in patients with stress-related psychiatric disorders. In this context, facial muscle activity may be an adequate biomarker for identifying stress-related differences in self-evaluation.

Self-evaluation of body image in sport active and sport inactive adolescent girls

Background: Body is the mental representation one creates about one's self and is in relation how others see him/her. In the scientific literature, there is a lack of knowledge concerning differences in self-evaluation of in sport active and sport inactive adolescent girls. Objective: The aim of this study was to investigate satisfaction or dissatisfaction in an individual attitudinal disposition toward the physical self-body perception with regards to the level of physical activity (sport active and sport inactive) of adolescent girls in two dispositional dimensions: evaluation and orientation for three somatic domains of appearance, fitness and health/illness. This study aimed to investigate how was affected with regard to female adolescents' extracurricular level of physical activity. Methods: In the study 105 sport active adolescent girls (age 16.21 ± 1.54 years) and 49 sport inactive adolescent girls (age 16.99 ± .76 years) participated. We used the Multidimensional Body-Self Relations Questionnaire (MBSRQ). For comparison of satisfaction with the perceptions of their own in sport active and sport inactive girls MANOVA and Mann-Whitney U test were used. Results: Our results show that the factor group (sport active or sport inactive adolescent girls) does not significantly affect body image represented with the answers to the items of MBSRQ (λ = .898, F(10, 143) = 1.63, p = .103, η2 = .102). Conclusion: This study shows that the level of physical activity does not significantly influence in the selected sample of sport active and sport inactive female adolescents.

The Role of Positive Self-Evaluation on Cross-Cultural Differences in Well-Being

Past studies have shown that North Americans have higher well-being compared with East Asians. Objective living conditions (e.g., wealth, education, personal and political freedom) have been found to substantially contribute to North Americans’ higher well-being. One other possible explanation is that North American culture fosters positive evaluations of the self to enhance self-esteem and to feel positive emotions, which may lead North Americans to provide favorable ratings. These cultural differences in positive self-evaluations are, thus, expected to contribute to differences in well-being. To test this hypothesis, the current study compared well-being across two countries, the United States and China. Participants from the two countries ( N = 271) reported on their life satisfaction and Big Five personality, which was used to indirectly measure their positive self-evaluation tendencies. We found cross-cultural differences with European Americans showing higher well-being and positively biased view of the self compared with Hong Kong Chinese. Importantly, cultural differences in positive evaluative bias mediated cross-cultural differences in well-being. The present study provides further support for the generalizability of cross-cultural differences in self-evaluation, and their influence on well-being.

Differences in Self-evaluation of Narcissism and Therapeutic Relation of Students and Psychotherapists from Different Psychotherapy Schools

Personal characteristics such as narcissism, may affect the therapeutic relationship and the quality of work with clients. The aim of research is to establish whether there are differences in self-evaluation of narcissism and therapeutic relationship between students and psychotherapists of various psychotherapy schools. Research was conducted on the sample of 99 subjects, of whom 38 are psychotherapists from Transactional Analysis, 36 are therapists from Gestalt and 25 are students from Integrative psychotherapy school. The instrument used for evaluation of narcissism is NPI-40 at five-point scale (α=.91), which contains the following dimensions: Authority, Self-sufficiency, Superiority, Exhibitionism, Exploitative, Vanity, and Entitlement. Therapist's relation towards the clients is evaluated by HAQ-II questionnaire (α=.80), which measures positive and negative therapist's relation towards the client. Results show that there are statistically significant differences in total narcissism Also, there are significant differences at various subscales of measured narcissism: Self-sufficiency, Exhibitionism, Exploitative and Entitlement. Results show that there are also differences in negative relation towards the clients, and this is between Gestalt and Integrative. Obtained results may be primarily interpreted by various education profiles and courses of students, future therapists.

Physical education class teachers' self-evaluation of competency

Starting from the importance of the teacher's competencies for the realization of the Physical Education curriculum the aim of the research was to examine self-evaluation of competencies of the class teachers of Physical Education (knowledge, planning, realization, evaluating) from the aspects of actual and desired levels. Also, the aim was to examine the teachers' self-evaluation regarding the realization of concrete curricular contents. The sample included688 teachers from 54 schools in Belgrade. A specially construed questionnaire was applied. The results show that the class teachers evaluate positively their own competencies for the realization of the subject Physical Education, but also that they would like to reach a higher level of competence. Significant differences in self-evaluation were found concerning years of service and some concrete competences, while there were no differences concerning the teachers' educational levels. Significant differences appeared in self-evaluation of readiness of the teachers to perform adequately the contents of Physical Education and their realization in class. The results indicate the need for better training both through initial teacher education and in-service teacher training.

Dieting and self-evaluation of figure in school-aged youth in the area of Central Slovakia

The goal of this article is to present the occurrences of dieting and self-evaluation of one's personal body figure through the eyes of school-aged youth in central Slovakia. The data was collected in 25 elementary schools and two 8-year high schools in the Žilina and Banská Bystrica regions from May to June 2010. The group of respondents consisted of 1187 pupils in three age categories: 11-year-olds (313 respondents), 13-year-olds (442 respondents) and 15-year-olds (432 respondents). The standardized questionnaire created for the needs of this HBSC study was used for data collection. The data collection also contained demographic data including: gender, grade, age. The significant interaction of two variables was evaluated using the chi-quadrat test. The statistical analysis was made using STATISTICA software. Approximately half of the respondents (53%) stated that they were not dieting because their weight was “all right” according to the respondent. More than half of the respondents (56.6%) thought that their figure was “just right”. Boys more frequently perceived that their personal figure was “just right”. There were statistically significant differences discovered between gender and dieting (p=0.000) and also between gender and self-evaluation of one's personal figure (p=0.000). Statistically significant differences between age and dieting (p=0.043) were also expected. But on the contrary, no statistically significant differences in self-evaluation of personal figure and age (p=0.198) were found. Dieting in school-aged youth can result in changes in their cognitive, emotional and social developments. Therefore, it is necessary to consider physical and psychological consequences, including eating disorders, and to also support a healthy lifestyle which includes proper eating habits, regular physical activity and an efficient use of free time.

Who Am I? How Asking the Question Changes the Answer

The present research examines how self-concept clarity moderates the impact of feedback about one's self-knowledge. A preliminary study shows that individuals with higher clarity expect the process of defining who they are to be easier than those with lower clarity. Two experiments then test the effect of self-concept clarity on the experience of self-elaboration under conditions of either doubt or confidence. The results suggest that people with higher self-concept clarity show greater differences in self-evaluations based on whether their experience of describing the self is nested within ease and confidence or difficulty and doubt. We suggest that this effect may be a result of the different expectations high- and low-clarity individuals have for the task of describing the self.

Differences in Self-Evaluation of Female and Male Students Concerning the Motives for Playing Online Video Games

The paper aims at determining the differences in self-evaluation of the motives for playing online video games among university students. The presence of differences between the two genders was built on the assumption that in our cultural environment various gender roles, such as rebellion, non-conformity and refusal to comply with norms, are more typical of the male gender role, and also when it comes to playing online video games. The results of the survey have shown that there are differences between female and male students concerning the motives for playing online video games, which suggests the need to record these indicators, in particular the negative ones, within the university environment.

Race and Girls’ Self-Evaluations: How Mothering Matters

Research conducted in the United States shows that Black adolescent girls have higher self-esteem and, to a lesser extent, a higher sense of control than White girls. However, few studies conducted with representative samples of Black and White girls systematically examine why Black girls may have higher self-esteem and sense of control. Drawing on Black feminist thought, we posit that Black mothers’ socialization of their daughters may explain Black girls’ higher self-esteem and sense of control. Using survey data collected in 1994 from a nationally representative sample of U.S. Black (N = 1,330) and White (N = 3,797) girls and their mothers, we examine racial differences across two key components of the self-concept: self-esteem and sense of control. We ask: 1) Do Black girls have higher self-esteem and sense of control than White girls? 2) Do Black girls have more positive relationships with their mothers and receive more encouragement of academic achievement and independence from their mothers than White girls? and 3) Do more positive mother-daughter relationships and mothers’ encouragement help to explain Black girls’ higher self-esteem and sense of control in comparison to White girls? Findings indicate that Black girls have higher self-esteem and sense of control than White girls, and Black mothers’ relationship with their daughters and stronger encouragement of daughters’ independence in part explain race differences in self-evaluations.

Self-evaluation, social and cognitive performance in children with social phobia

Cognitive models of Social Phobia (SP) assume that SP is not only associated with negative self-evaluation but also with impaired actual social and cognitive performance. However, relatively little is known about these aspects in children with SP. In our study, we investigated whether children with SP show differences in self-evaluation, as well as in social and cognitive performance during a social-evaluative situation. Therefore, a group of children aged 8 to 12 years with SP (DSM-IV; n = 35) and healthy control (HC) children (n = 35), individually matched by sex and age, was exposed to the Trier Social Stress Test for Children (TSST-C). After the speech task and the math task of the TSST-C, children were asked to evaluate their performance. In addition, observers rated their social performance on different dimensions as well as their cognitive performance. Results showed that children with SP evaluated their performance worse than HC children but did not differ in observer-rated nervous behaviors, micro social skills and cognitive performance. Borderline significant group differences could only be found in observer-rated global impression, illustrating that children with SP may differ from HC children during social stress mainly due to being perceived as having a less positive and friendly social appearance.

Self-Esteem and Trait Importance Moderate Cultural Differences in Self-Evaluations

It is widely assumed that East Asians evaluate themselves less positively than do Westerners, but this assumption lacks consistent support. In this report, the authors provide evidence that cultural differences in self-evaluations are moderated by two factors: trait importance and self-esteem. American and Chinese college students completed a self-esteem scale and then evaluated themselves on traits that varied in their cultural importance. Culture and trait importance did not affect the self-evaluations of high self-esteem participants, but did affect the self-evaluations of low self-esteem participants. Whereas low self-esteem Americans evaluated their agentic qualities more positively than did low self-esteem Chinese, low self-esteem Chinese evaluated their communal qualities more positively than did low self-esteem Americans. The discussion considers the implications of these findings for theories of cultural differences and self-esteem functioning.

Persistence in Brainstorming: Exploring Stop Rules in Same-Sex Groups

In a laboratory experiment, three-person interactive and three-person nominal groups of college students brainstormed without externally imposed time constraints. All groups were homogeneous with regard to gender. Half of the participants were instructed to continue brainstorming until they ran out of ideas (expectancy stop rule), whereas the other half were instructed to continue until they were satisfied with their performance (satisfaction stop rule). We found that interactive groups were more persistent than nominal groups in both of the stop rule conditions and thereby compensated for their usual productivity loss. We also found, as predicted, that women were more persistent in the satisfaction stop rule condition, whereas men were more persistent in the expectancy stop rule condition. This effect may be due to gender differences in self-evaluations.

Cultural Differences in Self-Evaluation

The authors investigated compensatory self-enhancement in Japanese and Canadian university students. Research has revealed that when North Americans publicly discover a weakness in one self domain, they typically bolster their self-assessments in another unrelated domain. This effect is less commonly found in private settings. Following a private failure experience on a creativity task, Canadians discounted the negative feedback, although they did not exhibit a compensatory self-enhancing response. In contrast, Japanese were highly responsive to the failure feedback and showed evidence of reverse compensatory self-enhancement. This study provides further evidence that self-evaluation maintenance strategies are elusive among Japanese samples.

The Construction of the Self: A Developmental Perspective

Contemporary Issues and Historical Perspectives. The Normative Development of Self-representations during Childhood. The Normative Development of Self-representations during Adolescence. The Developmental Emergence of Self-conscious Emotions. The Content, Valence, and Organization of Self-evaluative Judgments. Discrepancies between Real and Ideal Self-concepts. Social Sources of Individual Differences in Self-evaluation. A Model of the Causes, Correlates, and Consequences of Global Self-worth. The Authenticity of the Self. The Effects of Child Abuse on I-self and Me-self Processes. Autonomy and Connectedness as Dimensions of the Self. Interventions to Promote Adaptive Self-evaluations.

Written communication from specialists to general practitioners in cancer care: What are the expectations and how are they met?

Objective - To examine how general practitioners (GPs) and specialists assess the importance of different aspects of information regarding cancer treatment in the discharge letter from the hospital. Design - A postal questionnaire study among GPs in two Swedish counties and cancer specialists (oncologists, surgeons and urologists) in six Swedish counties. Subjects - Two hundred and four GPs and 48 cancer specialists. Main outcome - Self-evaluation and assessment of the counterparts' evaluation of 17 items concerning cancer care in a discharge letter from hospital specialists to GPs. Results - GPs, especially female GPs, generally rated the items higher than the cancer specialists. The differences were most pronounced in items concerning caring and psychosocial dimensions. Concerning the assessment of the other MD group, GPs deemed specialists as more interested in technical items and less interested in psychosocial items than themselves, whereas specialists believed that GPs had a similar view as themselves. Conclusion - The differences in self-evaluation and assessment of the other MD groups evaluation of the content in a discharge letter, concerning cancer patients from hospital specialists to GPs, might reflect different professional strategies in cancer management and hamper the efficiency in the shared care of these patients.