SELF-EVALUATION: A LEARNED SELF-REGULATORY PROCESS.
Item
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Title
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SELF-EVALUATION: A LEARNED SELF-REGULATORY PROCESS.
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Identifier
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AAI8629730
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identifier
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8629730
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Creator
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RINGLE, JEFFREY STEVEN.
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Contributor
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Barry Zimmerman
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Date
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1986
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Educational Psychology
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Abstract
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A major aim of education is the development of intellectually competent and socially responsible self-motivated individuals. Individuals such as these have been called self-regulated learners. A self-regulated learner is one who is capable of setting his or her own goals, planning and carrying out procedures for attaining these goals and evaluating whether or not the goals have been reached. While high ability students seem able to learn and utilize these strategies, low ability students lack these skills. Previous research (e.g., Bandura and Schunk, 1981) has shown that specific instruction in setting goals and planning procedures for attaining goals can enhance student achievement and motivation.;To date, no research has been conducted to study the self-regulatory process of evaluating whether or not one has attained the goal. Teaching children a specific technique for self-evaluating their own performance was compared to two other types of evaluation: cued self-evaluation and external evaluation. With the former, the student was asked (without additional instruction) to recheck his or her own work in order to determine which problems are correct or not. With the latter method, it was the experimenter who evaluated the results of the student's work.;In this study, children who exhibited deficits and disinterest in subtraction tasks pursued a program of instruction under conditions involving either self-evaluation, cued self-evaluation, external evaluation or without any reference to evaluation. The hypotheses were given support: that the teaching of a specific self-evaluation strategy would serve as an effective mechanism for enhancing children's competencies, self-efficacy beliefs, and interest in dealing with subtraction tasks.;The educational implication of the argument presented here was that the teaching of self-evaluation strategies can play an important role in the development of self-regulation. Schools can and should facilitate this type of learning. If students become more competent in these processes, they may assume greater direction in setting and evaluating their own accomplishments and proceed toward longer-range goals.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
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Program
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Educational Psychology
