Students' self-evaluation and reflection (part 2): an empirical study

$60.93 plus tax (Refund Policy)

Buy Article:

Abstract:

Purpose ‐ This paper aims to demonstrate that students' self-evaluations contribute to improving academic results and life skills. Design/methodology/approach ‐ Taking as reference a group of previously validated scales (part 1: measurement), a causal model is developed. Hypotheses are tested through the structural equations methodology by using the EQS software. Findings ‐ Advice, students' motivation, responsibility and self-concept are elements that influence the self-evaluation process. A direct and positive relation between self-evaluation and good academic results is also demonstrated. Research limitations/implications ‐ This research has been carried out in the Spanish pre-university context. Possible generalisations to different contexts need to consider their specific characteristics. Practical implications ‐ Because self-evaluation processes contribute to improving academic results and developing students' autonomy, teachers and tutors must develop them, perhaps through the elements which have been shown to be antecedents of such processes. Originality/value ‐ No previous research has either developed or tested these hypotheses. The findings reinforce other studies, but now considering the pre-university educational context, when students can critically develop this skill.

Keywords: Learning; Motivation (psychology); Self actualization; Self development; Spain; Students

Document Type: Research Article

DOI: http://dx.doi.org/10.1108/00400910710739469

Publication date: April 3, 2007

Related content

Share Content

Access Key

Free Content
Free content
New Content
New content
Open Access Content
Open access content
Subscribed Content
Subscribed content
Free Trial Content
Free trial content
Cookie Policy
X
Cookie Policy
ingentaconnect website makes use of cookies so as to keep track of data that you have filled in. I am Happy with this Find out more