Self-evaluation Of Performance Research Articles

Monetary rewards and hierarchy level as drivers of employees’ self-evaluations

Abstract We explore the relation between job characteristics and employees’ self-evaluations of performance in comparison to their colleagues’ performance. Using unique individual panel data from ten large firms in Germany’s chemical industry, we focus on monetary rewards (wage increases and bonus payments) and the level of the hierarchy as well as interactions with gender and tenure as possible drivers of self-evaluations. Our results hint for a positive relation of both monetary rewards and hierarchy level with self-evaluations. We find less evidence for our hypotheses regarding interaction effects of gender and tenure.

Crisis leadership behaviors in healthcare: survey validation and influence on staff outcomes in primary care clinics during the COVID-19 pandemic

Background The COVID-19 pandemic triggered an unprecedented transition from in-person to virtual delivery of primary health care services. Leaders were at the helm of the rapid changes required to make this happen, yet outcomes of leaders’ behaviours were largely unexplored. This study (1) develops and validates the Crisis Leadership and Staff Outcomes (CLSO) Survey and (2) investigates the leadership behaviours exhibited during the transition to virtual care and their influence on select staff outcomes in primary care.MethodsWe tested the CLSO Survey amongst leaders and staff from four Community Health Centres in Ontario, Canada. The CLSO Survey measures a range of crisis leadership behaviors, such as showing empathy and promoting learning and psychological safety, as well as perceived staff outcomes in four areas: innovation, teamwork, feedback, and commitment to change. We conducted an exploratory factor analysis to investigate factor structure and construct validity. We report on the scale’s internal consistency through Cronbach’s alpha, and associations between leadership scales and staff outcomes through odds ratios.ResultsThere were 78 staff and 21 middle and senior leaders who completed the survey. A 4-factor model emerged, comprised of the leadership behaviors of (1) “task-oriented leadership” and (2) “person-oriented leadership”, and select staff outcomes of (3) “commitment to sustaining change” and (4) “performance self-evaluation”. Scales exhibited strong construct and internal validity. Task- and person-oriented leadership behaviours positively related to the two staff outcomes.ConclusionThe CLSO Survey is a reliable measure of leadership behaviours and select staff outcomes. Our results suggest that crisis leadership is multifaceted and both person-oriented and task-oriented leadership behaviours are critical during a crisis to improve perceived staff performance and commitment to change.

Satisfaction level and correlation between performance and self-evaluation of physical therapy students in an objective structured clinical examination (OSCE) designed to assess clinical reasoning

Introduction: The Objective Structured Clinical Evaluation (OSCE) is an instrument that allows evaluating clinical reasoning among physical therapy students, considering that knowing the correlation between their performance and their self-evaluation, as well as their level of satisfaction with this instrument, is essential. Objectives: To determine the correlation between performance and self-evaluation (perceived performance) of physical therapy students in an OSCE designed to assess clinical reasoning, and to evaluate their level of satisfaction with this instrument. Materials and methods: Analytical cross-sectional study conducted in 159 physical therapy students from a university in Chile who participated in an 11-station OSCE. Performance checklists and answer sheets were used for performance evaluation (passing score: 70% of the maximum score per station and in the OSCE). Two perception surveys were also used, one for self-evaluation of performance (for each station) and another to determine the students’ level of satisfaction with the OSCE. The correlation between performance in the OSCE (overall score, score by station, and score by type of station) and perceived performance was determined using the Spearman’s correlation coefficient. Results: The level of satisfaction with the OSCE was high in 57.23% of the students. The correlation between the total score in the OSCE and perceived performance was significant, but weak (Rho=0.31; p<0.001). In students with a low satisfaction level with the OSCE, the correlation between performance and perceived performance was not significant (Rho=0.15; p=0.23), while in those with high satisfaction level it was significant and moderate (Rho=0.48; p<0.001). Conclusions: Most students reported a high level of satisfaction with the OSCE. However, in most stations, the correlation between observed and perceived performance was weak and very weak.

우울이 그릿과 학업성적 자기평가의 매개를 통해 삶의 만족에 미치는 영향: 중학교와 고등학교 신입생 간의 차이를 중심으로

The purpose of this study is to determine whether grit and academic performance self-evaluation doubly mediate the effect of depression on adolescents' life satisfaction, and to verify whether this relationship differs between first-year middle school students and first-year high school students. To achieve the purpose of this study, latent mean difference and multi-group structural equation analysis was conducted using the 4th year of data surveyed in 2021 among the 2018 data of the Korean Children and Youth Panel Survey(KCYPS). The results of the study are as follows. First, high school students had significantly higher levels of depression and lower levels maintaining interest and sustained effort of grit, self-evaluation of academic performance, and life satisfaction than middle school students. In particular, it was found that high school students' self-evaluation of academic performance and life satisfaction were very loudly lower than middle school students. Second, in both the first year of middle school and the first year of high school, life satisfaction was low when depression was high. However, it was found that if the level of sustained effort of grit and self-evaluation of academic performance improves, the negative impact of depression on life satisfaction can be reduced. In addition, it was found that only when the level of maintaining interest of grit improves simultaneously with the level of self-evaluation of academic performance can the negative impact of depression on life satisfaction be reduced. Furthermore, It was also found that in order to increase life satisfaction, we must focus on improving sustained effort of grit for first-year middle school students, and we must focus on simultaneously improving of maintaining interest of grit and self-evaluation of academic performance for first-year high school students. Based on these research results, this study was proposed to provide a grit promotion program and self-exploration program appropriate for each school level, in order to increase life satisfaction of first-year middle school and first-year high school students.

Perfection behind the whistle: Perfectionism and perceived performance in soccer referees

PurposeThe purpose of the study was to examine the relationship between self-oriented perfectionism, socially prescribed perfectionism, cognitive appraisals, psychobiosocial experiences, and self-evaluated performance in soccer referees, using the multi-states (MuSt) theory as the theoretical framework. MethodParticipants were 67 soccer referees (57 men and 10 women, Mage = 23.03 years, SD = 2.71) with 3–15 years (M = 7.36, SD = 2.44) of refereeing experience in first-class, promotion, or excellence matches. They completed questionnaires assessing perfectionism, competitive appraisals, and psychobiosocial experiences two days before a game, and self-evaluated their performance one day after the event. ResultsResults revealed significant positive correlations (r > 0.20) between self-oriented perfectionism and socially prescribed perfectionism with challenge appraisals, functional psychobiosocial experiences, and self-evaluated performance. Serial multiple mediation analyses showed positive indirect effects of both self-oriented and socially prescribed perfectionism on self-evaluated performance via challenge appraisals and psychobiosocial experiences (β = 0.023, 95 % CI = 0.000, 0.097, and β = 0.097, 95 % CI = 0.003, 0.253, respectively). ConclusionThe findings suggest that both dimensions of perfectionism may positively influence perceived performance when viewed as a positive challenge and associated with functional experiences. The study advances our understanding of the effects of perfectionism on perceived performance in the context of soccer refereeing. Practical implications for referee training programs are provided.

Differences in metacognition between multiple sclerosis phenotypes: cognitive impairment and fatigue are key factors.

Cognitive impairment is present in 40-65% of patients with multiple sclerosis (pwMS). Objectively measured cognitive performance often does not match patients' subjective perception of their own performance. We aimed to compare cognitive performance and subjective perception of cognitive deficits between pwMS and healthy controls (HCs), as well as the accuracy of subjective perception. In total, 54 HC and 112 pwMS (relapsing-remitting, RRMS, and progressive PMS) underwent neuropsychological evaluation and completed perceived deficit, fatigue, and anxiety-depression scales. Participants were classified according to their consistency between subjective self-evaluation of cognitive abilities and objective cognitive performance to assess accuracy. Regression models were used to compare cognitive performance between groups and explore factors explaining inaccuracy in the estimation of cognitive performance. PMS showed greater and more widespread cognitive differences with HC than RRMS. No differences were found between pwMS and HC in the perception of deficit. PMS had higher ratios of overestimators. In explaining inaccuracy, fatigue and cognitive preservation were found to be risk factors for underestimation, whereas physical disability and cognitive impairment were risk factors for overestimation. PwMS have metacognitive knowledge impairments. This study provides new information about metacognition, data on the prevalence of impairments over a relatively large sample of PwMS, and new insights into factors explaining it. Anosognosia, related to cognitive impairment, may be present in pwMS. Fatigue is a key factor in underestimating cognition.

Depression, Race-Based Bias, and Judgments of Veracity

Abstract: Introduction: The depressive realism hypothesis suggests that depressed individuals have a more realistic perception than nondepressed. Most studies depict the effects of depressive realism on self-perceptions. However, some lie detection studies suggest the effects of depressive realism on the perception of others. Our study investigated the hypothesis that individuals with subclinical depression levels (dysphoric) show a heightened accuracy in lie detection and a lower truth bias. Furthermore, we expected these effects to be stronger in positive statements. Moreover, we expected that nondysphoric but not dysphoric individuals would show a heightened truth bias for Black targets. We also expected to find the effects of depressive realism in judgmental confidence and in self-evaluations of performance. Methods: 472 participants classified 16 video statements as truth or lie. We tested all hypotheses using three depression measures: IPIP-300 Depression Subscale, the PHQ-9, and the CES-D. Results: In contrast to our hypothesis, we found no heightened accuracy in the veracity judgments of dysphoric individuals. Truth bias was higher in dysphoric participants than in nondysphoric. There was an interaction of valence with PHQ-9 but not with IPIP or CES-D. Nondysphoric but not dysphoric participants had a higher truth bias for Black targets. Furthermore, dysphoric individuals had lower judgmental confidence and lower but not more accurate self-evaluation values. Conclusion: We discuss the results and future directions.

Beyond emotional intelligence: The new construct of meta-emotional intelligence.

Meta-emotional intelligence is a recently developed multidimensional construct that, starting from the original ability model of emotional intelligence, focuses on the cognitive aspects of emotional abilities and on the metacognitive and meta-emotional processes that influence our emotional life. Thus, meta-emotional intelligence is the combination of emotional abilities and meta-emotional dimensions, such as the beliefs about emotions, the self-concept about one's emotional abilities, and the self-evaluation of performance. This article aims to illustrate the theoretical and methodological background of this construct and to describe the IE-ACCME test, an original multi-method tool that has been developed to measure the different variables that compose meta-emotional intelligence. Applications of this construct will be discussed, as well as future directions.

Impact of technology use on workforce performance and information access in the construction industry

For decades, labor shortage has been a consistent struggle in the construction industry. At the same time, technological innovations have played a central role in the growth and development of an increasingly diverse construction industry. Existing research indicates that technological adoption is crucial for enhancing project productivity. Despite the importance and potential benefits of technology use, no research has yet studied how technology use on-site impact the worker’s performance and the difficulty of the process to access needed information. The objective of this paper is to analyze and understand the impact of on-site technology use on 1) the self-evaluated performance record (including safety, attendance, quality, productivity, and initiative), and 2) the difficulty of the process to access information, of construction workers and frontline supervisors in the construction industry. To achieve the research objective, 2,780 construction craft workers and frontline supervisors were surveyed using an online questionnaire. The survey participants were asked to self-evaluate 1) their work personal performance record (including safety, attendance, quality, productivity, and initiative), and 2) the difficulty of the process to receive or get access to information. The participants were additionally asked to specify whether different listed information technologies, material technologies, and equipment technologies are used on site. The collected data was then analyzed. Key findings indicate that the on-site use of several technologies had statistically significant impact in increased worker performance and information access. This study contributes to the body of knowledge by empirically quantifying the impact of on-site technology use on worker performance and information access in the construction industry.

The impact of social comparison processes on self-evaluation of performance, self-concept, and task interest

Development of self-concept and task interest has been shown to be affected by social comparison processes in a variety of cross-sectional studies. A potential explanation for these effects is an effect of social comparative performance feedback on an individual’s self-evaluation of performance, which in turn influences development of self-concept and task interest. There are, however, only few studies addressing this topic with experimental designs. This study was aimed at closing this research gap by experimentally manipulating social comparative performance. Feedback given was based on 2 × 2 experimental conditions: social position (high vs. low) and average performance of the reference group (high vs. low). Results show a strong effect of social position on self-evaluation of performance and smaller effects on self-concept and task interest.

The benefits of using atypical presentations and rare diseases in problem-based learning in undergraduate medical education

BackgroundThe nature of student learning in problem-based learning (PBL) largely depends on the quality of the case scenarios presented to them. The effect of case scenarios with higher challenge degree, especially common disease with atypical symptoms (CDAS)- and rare disease (RD)-based case scenarios, on undergraduate medical students remains unclear. This study compared the impact of all scenarios pertaining to common disease with typical symptoms (CDTS) case scenarios, CDTS interspersed with CDAS case scenarios, and CDTS interspersed with RD case scenarios on perceptions of undergraduate students studying organ/system integration curriculum via PBL.MethodsAfter finishing four CDTS case scenarios, 294 third-year medical students were randomly allocated into three groups: CDTS, CDAS and RD, studying via CDTS, CDAS and RD case scenarios, respectively. A questionnaire with 15 items was conducted to evaluate the students’ perceptions. The students’ responses were scored using a 4-point rating scale. The data were analysed using the Kruskal–Wallis test.ResultsAmong the three PBL conditions, the ones with a higher degree of challenge were rated higher by the students, which included the quality of the case scenarios and the overall performances of the students. The CDAS and RD cases were more effective in developing students’ self-directed learning skills, stimulating them to acquire more knowledge required for future work. The satisfaction percentage of RD case scenario sessions was higher.ConclusionsOf all the three kinds of case scenarios, both CDTS interspersed with CDAS and RD case scenarios had more positive effects on the self-evaluated performance of students. Increasing the challenge and variety of case scenarios by the inclusion of CDAS and RD especially RD might be an effective stimulus in improving students’ performance in PBL sessions.

Psychological Resilience among Left-Behind Children in a Rural Area of Eastern China.

Childhood is an important period for individuals' psychological development. Due to long-term separation from the parents, left-behind children (LBC) more easily develop deviation in cognition and abnormal personality. In this study, we aimed to explore the status of psychological resilience among LBC in a rural area of eastern China. We carried out a cross-sectional survey including middle and high school students from Qingyuan County of Zhejiang Province. Psychological resilience was measured using a modified scale developed for Chinese children. Data from a total of 1086 participants were collected, and the mean ± standard deviation score of psychological resilience was 4.11 ± 0.42. Multivariable linear regression analyses revealed that being a class leader (p = 0.010) and having high self-evaluation of academic performance (p < 0.001) were related with psychological resilience. Moreover, high contact frequency between parents and children (p = 0.019) was associated with better psychological resilience among LBC. In conclusion, we found that being a class leader and having high self-evaluation of academic performance were associated with better psychological resilience among the children in this rural area and contact between parent and child was an essential factor associated with psychological resilience among LBC.

Decisions on the quality of piano performance: Evaluation of self and others.

In common with other professional musicians, self-evaluation of practise and performance is an integral part of a pianist's professional life. They will also have opportunities to listen to and evaluate the performances of others based on their own criteria. These self-constructed perspectives towards to a piano performance will have an influence on both self-evaluation and external evaluation, but whether differently or similarly is not known. Consequently, this research study aimed to explore how judgements on the perceived quality of a performance are undertaken by professional standard pianists and what criteria are applied, both with regards their own performances as well as the performance of others. Participants were six professional pianists (3 men, 3 women) who were based in the United Kingdom (Mean age = 31.5 years old. SD = 5.1). They were asked to play individually six trials of a piece of R. Schumann's "Träumerei" Op. 15 No. 7 in a hired hall for recordings. Then, within 2 months, each participant was asked to come to a self-evaluation session to listen to and evaluate their own six recordings, using a Triadic method as a Repertory Grid. For the external evaluation focused session, the participants were asked to return again to evaluate a further six recordings made up of 'best' recordings as selected by each participant from their own individual self-evaluations. Analyses of the resultant data suggest that there was no significant difference between the participants in their overall ratings in the external phase, but that self-evaluation showed significant individual differences amongst several participants. The performance criteria in both self-evaluation and external evaluation predominately overlapped with each other in terms of musical factors, such as tone quality, phrasing, and pedalling. The ranking of the performances was highly correlated with perceptions of overall flow, tone quality and pedalling. It appears that pianists apply similar criteria to decide performance quality when evaluating their own performances as well as others.

초등예비교사의 영어 교과 TPACK에 대한 중요도-실행도 분석 연구

The present study investigates pre-service elementary school teachers’ perception about the importance of technological pedagogical content knowledge (TPACK) in English education, and their self-evaluation of TPACK performance, and analyzes the priority of educational needs among seven competencies in the TPACK Framework. One hundred and twenty-five pre-service elementary school teachers including six subject education majors participated. To measure their perceptions regarding the importance and performance of seven competencies including TPACK, the two surveys−TPACK Importance Survey and TPACK Performance Survey−were administered. Survey responses were analyzed using the Importance-Performance Analysis (IPA) method. The findings are: First, pre-service teachers’ perceived importance levels were higher than their perceived performance levels in seven competencies. Second, the IPA showed English and Korean education majors must focus on developing TPACK, maintaining the current level of pedagogical content knowledge (PCK). Science and computer education majors must focus on developing PCK in advance. Third, freshmen showed higher levels of importance and performance than juniors; however, according to the IPA, the priority needs for both groups are the same. The findings suggest that the TPACK development program should be adjusted to the pre-service teachers’ needs− which competencies to focus on in priority−according to their majors and grade levels.

Integrating MOOCs in Formal Education: To Unveil EFL University Students’ Self-Learning in Terms of English Proficiency and Intercultural Communicative Competence

This study employed a blended learning approach to investigate 98 medical university EFL students’ perceptions and analyzed the learning trajectory of their LMOOCs in formal education. Meanwhile, Byram’s (1997) intercultural communicative competence (ICC) model was adopted to explore if students’ English proficiency and ICC abilities could enhance or hinder their LMOOCs. Participants of this elective two-credit course, “English Presentation Skills,” were all required to complete one LMOOCs course to earn official certificates for the credits. Questionnaires about self-learning background and intercultural communicative competence, weekly reflections on self-learning, assistant-student interviews, and personal presentations at the final stage are conducted to test the consistency between student self-evaluation and class performance. The rubric of the TOEFL iBT Test was adopted to evaluate students’ oral expression. Video clips collected in class were analyzed to track the differences in students’ target skills. Findings revealed that before integrating LMOOCs in formal education, it is essential for instructors to equip students with enough self-learning skills through orientations and stress time management in MOOCs learning strategies, and scaffold sufficient English communication skills before students are thrown to sink or swim on their won. A revised version of the ICC model was proposed at the end (the context may vary) in the hope of drawing more attention and voice to this research area. The integration of LMOOCs in formal education, be it for language teaching or self-learning, should be directed toward the level of “precision instruction” in the future.

Metacognition in functional cognitive disorder.

Functional cognitive disorder is common but underlying mechanisms remain poorly understood. Metacognition, an individual’s ability to reflect on and monitor cognitive processes, is likely to be relevant. Local metacognition refers to an ability to estimate confidence in cognitive performance on a moment-to-moment basis, whereas global metacognition refers to long-run self-evaluations of overall performance. Using a novel protocol comprising task-based measures and hierarchical Bayesian modelling, we compared local and global metacognitive performance in individuals with functional cognitive disorder. Eighteen participants with functional cognitive disorder (mean age = 49.2 years, 10 males) were recruited to this cross-sectional study. Participants completed computerized tasks that enabled local metacognitive efficiency for perception and memory to be measured using the hierarchical meta-d’ model within a signal detection theory framework. Participants also completed the Multifactorial Memory Questionnaire measuring global metacognition, and questionnaires measuring anxiety and depression. Estimates of local metacognitive efficiency were compared with those estimated from two control groups who had undergone comparable metacognitive tasks. Global metacognition scores were compared with the existing normative data. A hierarchical regression model was used to evaluate associations between global metacognition, depression and anxiety and local metacognitive efficiency, whilst simple linear regressions were used to evaluate whether affective symptomatology and local metacognitive confidence were associated with global metacognition. Participants with functional cognitive disorder had intact local metacognition for perception and memory when compared with controls, with the 95% highest density intervals for metacognitive efficiency overlapping with the two control groups in both cognitive domains. Functional cognitive disorder participants had significantly lower global metacognition scores compared with normative data; Multifactorial Memory Questionnaire-Ability subscale (t = 6.54, P < 0.0001) and Multifactorial Memory Questionnaire-Satisfaction subscale (t = 5.04, P < 0.0001). Mood scores, global metacognitive measures and metacognitive bias were not significantly associated with local metacognitive efficiency. Local metacognitive bias [β = −0.20 (SE = 0.09), q = 0.01] and higher depression scores as measured by the Patient Health Questionnaire-9 [β = −1.40 (SE = 2.56), q = 0.01] were associated with the lower global metacognition scores. We show that local metacognition is intact, whilst global metacognition is impaired, in functional cognitive disorder, suggesting a decoupling between the two metacognitive processes. In a Bayesian model, an aberrant prior (impaired global metacognition), may override bottom-up sensory input (intact local metacognition), giving rise to the subjective experience of abnormal cognitive processing. Future work should further investigate the interplay between local and global metacognition in functional cognitive disorder.

Online Awareness among Adolescents with Acquired Brain Injury: Preliminary Findings following Performance of Motor, Cognitive and Functional Tasks

Aims: Online awareness is an ongoing ability to monitor performance within the stream of action. It involves the ability to detect errors emerging during actual performance, as well as to anticipate potential problems. This preliminary within-subject study aimed to evaluate emergent and anticipatory online awareness among adolescents with Acquired Brain Injury (ABI) during performance of motor, cognitive and functional tasks. Methods: 14 adolescents (11-18 years) following ABI were recruited. Before and after completion of the tasks, participants fulfilled task-related awareness questionnaires. Results: In the motor task, no significant correlations were found between heart rate and the subjective perceived exertion scale (emergent awareness). In the cognitive task, no significant correlations were found between the estimated difficulty before the task (anticipatory awareness) and actual performance, however a significant correlation was found between performance and the self-evaluation of performance (emergent awareness), in the easiest item of the task. In the functional task, two main patterns of online awareness were recognized: accurate and overestimation of performance. Conclusions: Online awareness deficits in adolescents after ABI, vary as a function of task characteristics. Clinicians who aim to improve online awareness should direct interventions to mainly include functional tasks, as compared to cognitive and motor tasks.

Social skills deficits and self-appraisal biases in children with social anxiety disorder.

Social Anxiety Disorder is highly prevalent among children and leads to poor long-term outcomes if left untreated. Theoretical models of anxiety differ in whether children with Social Anxiety Disorder experience objective social skills deficits, negative self-interpretation biases, or some combination of the two. This pilot study evaluated evidence in support of the "deficit" and "bias" models. Approval was obtained from the ethics committee of a large private university in Cambridge, MA, USA, and data collection was completed in 2015. We recruited 68 parent-child dyads for a study in which anxious children (with Social Anxiety Disorder) and non-anxious children underwent a child-adapted version of the Trier Social Stress Test. Children were aged 8-14, 67.6% male, and self-identified as 54.4% White, 7.4% Black, 4.4% Latinx, 13.2% Asian, 14.7% multiethnic, and 5.9% "other" or no response. Performance ratings were obtained from children, their parents, and external observers. We found evidence of both specific social skills deficits and self-appraisal biases in anxious children. Anxious children struggled with signs of physical discomfort but not with actual speech content. Although children were generally able to accurately evaluate their social performance, older anxious children were most self-critical. Parents were similarly accurate in appraisals of their children's social performance. Anxious children responded favorably to positive feedback with improved self-evaluations of performance and decreased anxiety. Findings suggest that a comprehensive "integrated" theoretical model of Social Anxiety Disorder should include both skills deficits and self-appraisal biases.

The Effectiveness of Industrial Training during Covid- 19 Pandemic: Perspective of Undergraduate Students of Mechanical Engineering

Abstract: A post-training survey was conducted to all students of Bachelor of Engineering (Hons) Mechanical programme in Universiti Teknologi MARA (UiTM) who completed their industrial training in 2020. The aim of the survey was to overview the effectiveness of industrial training in the perspective of students. This study also was carried out to investigate the effect Covid-19 pandemic on the preparation of companies and students’ perception of their own performance before and after the industrial training. The survey was conducted via online involving 166 respondents. The questions included multiple-choice, 5-score Likert scale and open-ended questions. The results show that the majority of the respondents were satisfied with their selection of placement and achievement during the training with the highest mean Likert score of 4.65. The analysis on the self-evaluation of performance before and after industrial training also revealed a significant increase in generic skills especially personal attitude and professionalism aspects. The finding of this work also concludes that the pandemic has no severe impact on the effectiveness of industrial training in the perspective of the students. This finding will be considered for the development of guidelines of Industrial Training course to fit the demands during the pandemic.&#x0D; &#x0D; Keywords: Industrial Training, Mechanical Engineering, Performance, Survey

Core Self-Evaluation, Writing Motivation, and Business Writing Performance of College Third Year Students of Occidental Mindoro State College

This predictive cross-sectional study explored core self-evaluation, level of writing motivation, and their influence on the business writing performance of junior business students at Occidental Mindoro State College. One hundred fifty junior business students of Occidental Mindoro State College Main Campus in Academic Year 2020-2021 selected through a simple random sampling technique were the respondents in the study. It was found that the student’s level of core self-evaluation was moderate considering their results in the locus of control, self-esteem, and self-efficacy. However, the students are highly motivated in performing their writing activities. Therefore, the improvement in core self-evaluation may slightly improve writing motivation and writing performance. Likewise, improving writing motivation may slightly improve the writing performance of business students. The positive beta coefficients indicate that if the indicators of writing motivation are improved, the students’ writing performance becomes better. Thus, core self-evaluation and writing motivation affect students’ business writing performance.