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