Sample records for self evaluation

  1. [Self-acceptance as adaptively resigning the self to low self-evaluation].

    PubMed

    Ueda, T

    1996-10-01

    In past studies, the concept of self-acceptance has often been confused with self-evaluation or self-esteem. The purpose of this study was to distinguish these concepts, and operationally define self-acceptance as Carl Rogers proposed: feeling all right toward the self when self-evaluation was low. Self-acceptance as adaptive resignation, a moderating variable, therefore should raise self-esteem of only those people with low self-evaluation. Self-acceptance was measured in the study as affirmative evaluation of own self-evaluation. Two hundred and forty college students, 120 each for men and women, completed a questionnaire of self-evaluative consciousness and self-esteem scales. Results of statistical analyses showed that among subjects with low self-evaluation, the higher self-acceptance, the higher the person's self-esteem. The same relation was not observed among those with high self-evaluation. Thus, it may be concluded that self-acceptance was adaptive resignation, and therefore meaningful to only those with low self-evaluation.

  2. Activations of the dorsolateral prefrontal cortex and thalamus during agentic self-evaluation are negatively associated with trait self-esteem.

    PubMed

    Jiang, Ke; Wu, Shi; Shi, Zhenhao; Liu, Mingyan; Peng, Maoying; Shen, Yang; Yang, Juan

    2018-08-01

    Individual self-esteem is dominated more by agency than by communion. However, prior research has mainly focused on one's agentic/communal self-evaluation, while little is known about how one endorses others' agentic/communal evaluation of the self. The present study investigated the associations between trait self-esteem and fundamental dimensions of social cognition, i.e. agency vs. communion, during both self-evaluation and endorsement of others' evaluation of oneself. We also investigated the neural mechanisms underlying the relationship between trait self-esteem and agentic self-evaluation. Behavioral results revealed that self-esteem was positively correlated with the agentic ratings from self-evaluation and endorsement of others' evaluation of the self, and that the agentic self-evaluation was a significant full mediator between self-esteem and endorsement of others' agentic evaluation. Whole-brain regression analysis revealed that self-esteem was negatively correlated with right dorsolateral prefrontal and bilateral thalamic response to agentic self-evaluation. A possible interpretation is that low self-esteem people both hold a more self-critical attitude about the self and have less certainty or clarity of their self-concepts than high self-esteem people do. These findings have important implication for understanding the neural and cognitive mechanisms underlying self-esteem's effect on one's agentic self-evaluations. Copyright © 2018 Elsevier B.V. All rights reserved.

  3. Effects of priming self-construals on self-evaluations: Cultural game player perspective.

    PubMed

    Kim, Jungsik; Song, Eugene; Takemoto, Timothy

    2016-12-01

    This study examined the validity of situational view on culture-specific behaviours focusing on self-evaluation. Two experiments with American students as samples were conducted to examine whether priming their self-construals would affect individuals' self-evaluation. In Experiment 1, the participants' self-evaluation was compared across different conditions of primed self-contruals. In Experiment 2, the participants were split into 2 groups based on their initial default self-consturals and, the self-evaluations were compared across the 2 groups after priming self-contruals. The results demonstrated that although the participants' self-evaluation was initially in accord with their default self-construal, it changed into accord with the primed self-construals. The findings supported the proposed cultural game player view. Implications on situational view of self-evaluation are also discussed. © 2015 International Union of Psychological Science.

  4. The Impact of Self-Evaluation Instruction on Student Self-Evaluation, Music Performance, and Self-Evaluation Accuracy

    ERIC Educational Resources Information Center

    Hewitt, Michael P.

    2011-01-01

    The author sought to determine whether self-evaluation instruction had an impact on student self-evaluation, music performance, and self-evaluation accuracy of music performance among middle school instrumentalists. Participants (N = 211) were students at a private middle school located in a metropolitan area of a mid-Atlantic state. Students in…

  5. Self-Construal Priming Modulates Self-Evaluation under Social Threat

    PubMed Central

    Zhang, Tianyang; Xi, Sisi; Jin, Yan; Wu, Yanhong

    2017-01-01

    Previous studies have shown that Westerners evaluate themselves in an especially flattering way when faced with a social-evaluative threat. The current study first investigated whether East Asians also have a similar pattern by recruiting Chinese participants and using social-evaluative threat manipulations in which participants perform self-evaluation tasks while adopting different social-evaluative feedbacks (Experiment 1). Then further examined whether the different response patterns can be modulated by different types of self-construal by using social-evaluative threat manipulations in conjunction with a self-construal priming task (Experiment 2). The results showed that, as opposed to Westerners' pattern, Chinese participants rated themselves as having significantly greater above-average effect only when faced with the nonthreatening feedback but not the social-evaluative threat. More importantly, we found that self-construal modulated the self-evaluation under social-evaluative threat: following independent self-construal priming, participants tended to show a greater above-average effect when faced with a social-evaluative threat. However, this pattern in conjunction with a social threat disappeared after participants received interdependent self-construal priming or neutral priming. These findings suggest that the effects of social-evaluative threat on self-evaluation are not culturally universal and is strongly modulated by self-construal priming. PMID:29081755

  6. Self-evaluative emotions and expectations about self-evaluative emotions in health-behaviour change.

    PubMed

    Dijkstra, Arie; Buunk, Abraham P

    2008-03-01

    Engaging in a behaviour that has negative physical consequences is considered to be a threat to the self because it makes the self appear inadequate and non-adaptive. This self-threat is experienced as self-evaluative emotions. The self-threat can be removed by refraining from the unhealthy behaviour. The experience of self-threat influences behaviour because it contributes to expectations about the occurrence of self-evaluative emotions in the case of behaviour change. The results of Study 1, conducted among 503 smokers, showed that self-evaluative emotions were the central predictor of quitting activity during a 7-month period, among measures related to the negative consequences of smoking. The results of Study 2, conducted among 409 smokers, showed that expectations about the self-evaluative emotions that follow quitting smoking predicted quitting activity during a 9-month period and that these expectations partly mediated the relation between self-evaluative emotions and quitting. The results of Study 3, conducted among 255 smokers, showed that information on the negative outcomes of smoking led to quitting activity only when there was room to change self-evaluative outcome expectations. In addition, increases in these expectations predicted quitting activity during a 6-month period. The results suggest that negative self-evaluative emotions are a central motive to change unhealthy behaviour and that self-evaluative outcome expectations govern the behaviour change. The results can be understood within Steele's (1999) Self-affirmation theory.

  7. How social context moderates the self-evaluative emotions experienced due to health risk behaviour.

    PubMed

    Grob, Judith D M; Dijkstra, Arie; de Groot, Carla

    2011-10-01

    When people are confronted with the potential negative physical outcomes of their own health risk behaviour, they experience a self-threat. This threat is felt as negative self-evaluative emotions. We hypothesise that the threat will lead to more private self-evaluative emotions (e.g. regret) in a private social context, whereas more public self-evaluative emotions (e.g. embarrassment) will be felt in a public social context with negative norms. Consistent with our hypotheses, we show that participants anticipate feeling more private self-evaluative emotions when confronted with the negative consequences of their unhealthy behaviour when alone, and more public self-evaluative emotions when in a group (Study 1). They further anticipate more public self-evaluative emotions in response to a health self-threat when the group norm is negative, and more private self-evaluative emotions when the group norm is lenient (Study 2). Finally, in a cross-sectional study amongst smokers, we show that private but not public negative self-evaluative emotions concerning their own smoking habits are positively correlated with the intent to quit smoking (Study 3). These studies show that a distinction needs to be made between public and private self-evaluative emotions, in terms of their antecedents and effects. Theoretical implications and further lines of research are discussed.

  8. Learning Self-Evaluation: Challenges for Students.

    ERIC Educational Resources Information Center

    MacGregor, Jean

    1993-01-01

    Self-evaluation is unfamiliar to most college students. Teachers can use varied approaches to support students in overcoming unfamiliarity with self-evaluation, lack of confidence in describing learning, writing difficulties, evaluation difficulties, discomfort discussing academic problems, cultural bias against self-evaluation, emotional…

  9. The Relationship Between Regulatory Emotional Self-Efficacy and Core Self-Evaluation of College Students: The Mediation Effects of Suicidal Attitude.

    PubMed

    Zhao, Xiaojun; Shi, Changxiu

    2018-01-01

    This study analyzed the mediation effect of a suicidal attitude from regulatory emotional self-efficacy to core self-evaluation. A measurement study was conducted among 438 college students using the Regulatory Emotional Self-Efficacy Scale, the Core Self-Evaluation Scale, and the Suicide Attitude Questionnaire. Results from the plug-in process in SPSS and the bootstrap method showed that the attitude toward suicidal behavior and the attitude toward family members of an individual who has committed suicide played a double-mediation role, from perceived self-efficacy in managing happiness to core self-evaluation. The results also showed that the attitude toward a person who committed suicide or attempted suicide played a mediation effect from perceived self-efficacy in managing curiousness to core self-evaluation. This research has great significance for improving the understanding of college students' sense of happiness and prevention for self-evaluation.

  10. The Relationship Between Regulatory Emotional Self-Efficacy and Core Self-Evaluation of College Students: The Mediation Effects of Suicidal Attitude

    PubMed Central

    Zhao, Xiaojun; Shi, Changxiu

    2018-01-01

    This study analyzed the mediation effect of a suicidal attitude from regulatory emotional self-efficacy to core self-evaluation. A measurement study was conducted among 438 college students using the Regulatory Emotional Self-Efficacy Scale, the Core Self-Evaluation Scale, and the Suicide Attitude Questionnaire. Results from the plug-in process in SPSS and the bootstrap method showed that the attitude toward suicidal behavior and the attitude toward family members of an individual who has committed suicide played a double-mediation role, from perceived self-efficacy in managing happiness to core self-evaluation. The results also showed that the attitude toward a person who committed suicide or attempted suicide played a mediation effect from perceived self-efficacy in managing curiousness to core self-evaluation. This research has great significance for improving the understanding of college students’ sense of happiness and prevention for self-evaluation. PMID:29740378

  11. Self-esteem and evaluative beliefs in paranoia.

    PubMed

    Valiente, Carmen; Cantero, Dolores; Sánchez, Alvaro; Provencio, María; Wickham, Sophie

    2014-06-01

    Psychological models have implicated negative self-esteem as an important factor underlying paranoia. However, research investigating the role of self-esteem in paranoia suffers from poor conceptual and methodological understanding, resulting in conflicting findings. Central to this problem is the use of measures investigating global self-esteem and self-evaluative beliefs interchangeably. In the present study we aimed to analyze differences in self-esteem domains and self-evaluation. The present study used interviews and questionnaires to compare a clinical sample of participants who were currently paranoid (n = 55) with healthy controls (n = 57) on global self-esteem domains and negative evaluative beliefs, in order to investigate the multi-faceted role of "the self". There was no significant difference in self-esteem domains between groups, highlighting that self-esteem is preserved in currently paranoid individuals. However, the paranoid group had significantly more negative evaluative beliefs. Interestingly, our global measures of self-esteem and measures of negative evaluative beliefs were uncorrelated, highlighting the importance of understanding the differences underlying these concepts. This study does not address dynamic aspects of self-esteem and self-evaluation. The present study provides undeniable evidence to investigate self-concept dimensions separately. These findings must be considered by researchers interested in the role of the self in the onset and maintenance of paranoia. Copyright © 2014 Elsevier Ltd. All rights reserved.

  12. Development of self-handicapping tendencies.

    PubMed

    Kimble, C E; Kimble, E A; Croy, N A

    1998-08-01

    This study was undertaken to determine when U.S. children begin to self-handicap, that is, to reduce preparation effort before evaluations rather than applying themselves to do their best. The personal variables examined for their impact on practice behavior were gender, grade level, and self-esteem. The situational variables were time of the self-esteem test (before or after the evaluation task) and importance of the evaluation task. The results showed that (a) the 6th-grade boys were more likely than the 6th-grade girls to self-handicap, (b) the 3rd-grade children were not as affected as the 6th-grade children by the self-evaluation implications of performance evaluations, (c) self-handicapping by low-self-esteem and high-self-esteem 6th graders depended on recent experiences, and (d) the self-affirming experience of a self-esteem test reduced the motivation to self-handicap among high-self-esteem 6th-grade boys.

  13. Self-esteem, Self-focused Attention, and the Mediating Role of Fear of Negative Evaluation in College Students With and Without Asthma.

    PubMed

    Junghans-Rutelonis, Ashley N; Suorsa, Kristina I; Tackett, Alayna P; Burkley, Edward; Chaney, John M; Mullins, Larry L

    2015-01-01

    The current study investigated the mediating role of fear of negative evaluation on the relationship between self-focused attention and self-esteem among college students with and without asthma. Young adults with (n = 148) and without (n = 530) childhood-onset asthma were recruited from a college student population. Self-focused attention and fear of negative evaluation measures were completed. Participants also answered questions about inclusion in a social activity. Higher levels of self-focused attention and fear of negative evaluation were associated with lower self-esteem in both groups within the context of social activity participation. Fear of negative evaluation mediated the relationship between self-consciousness and self-esteem. No significant differences were found between groups. Findings indicate significant relationships among self-focused attention, fear of negative evaluation, and self-esteem in the context of social activity participation. Further examination of self-esteem regarding participation in social activities among college students appears warranted.

  14. Modulation of self-esteem in self- and other-evaluations primed by subliminal and supraliminal faces.

    PubMed

    Tao, Ran; Zhang, Shen; Li, Qi; Geng, Haiyan

    2012-01-01

    Past research examining implicit self-evaluation often manipulated self-processing as task-irrelevant but presented self-related stimuli supraliminally. Even when tested with more indirect methods, such as the masked priming paradigm, participants' responses may still be subject to conscious interference. Our study primed participants with either their own or someone else's face, and adopted a new paradigm to actualize strict face-suppression to examine participants' subliminal self-evaluation. In addition, we investigated how self-esteem modulates one's implicit self-evaluation and validated the role of awareness in creating the discrepancy on past findings between measures of implicit self-evaluation and explicit self-esteem. Participants' own face or others' faces were subliminally presented with a Continuous Flash Suppression (CFS) paradigm in Experiment 1, but supraliminally presented in Experiment 2, followed by a valence judgment task of personality adjectives. Participants also completed the Rosenberg Self-Esteem Scale in each experiment. Results from Experiment 1 showed a typical bias of self-positivity among participants with higher self-esteem, but only a marginal self-positivity bias and a significant other-positivity bias among those with lower self-esteem. However, self-esteem had no modulating effect in Experiment 2: All participants showed the self-positivity bias. Our results provide direct evidence that self-evaluation manifests in different ways as a function of awareness between individuals with different self-views: People high and low in self-esteem may demonstrate different automatic reactions in the subliminal evaluations of the self and others; but the involvement of consciousness with supraliminally presented stimuli may reduce this dissociation.

  15. [Valences of self-evaluation and approach-avoidance tendencies: research based on regulatory focus theory].

    PubMed

    Ozaki, Yuka; Karasawa, Kaori

    2011-12-01

    Four studies were conducted to investigate the relationship between valences of self-evaluation and approach-avoidance tendencies. Based on regulatory focus theory (Higgins, 1997, 1998), we predicted that positivity of self-evaluation is related to the tendency to approach gains, while negativity of self-evaluation is related to the tendency to avoid losses. In Study 1, a self-report measure of behavioral tendencies for approaching gains and avoiding losses was developed. In Studies 2 to 4, correlations between these approach/avoidance tendencies and various kinds of self-evaluations were examined. Overall, the authors' predictions were supported. The results suggest that the self-evaluation system and the self-regulation system work in close cooperation with each other in controlling human behavior.

  16. Self-Evaluations in Adult Education and Training

    ERIC Educational Resources Information Center

    Athanasou, James A.

    2005-01-01

    This paper focuses on two key aspects of self-evaluation in adult education and training through the perspective of (a) a social-cognitive framework which is used to categorise those factors that enhance self-efficacy and self-evaluation, and (b) the accuracy of self-evaluation. The social-cognitive framework categorises the factors that enhance…

  17. Personal versus Professional Evaluations of Self-Disclosing and Self-Involving Counselors.

    ERIC Educational Resources Information Center

    Reynolds, Cynthia L.; Fischer, Chet H.

    1983-01-01

    Evaluated the impact of self-disclosing and self-involving counselor responses. College students (N=80) evaluated audiotaped counselor-client interactions. Results showed no difference in positive versus negative disclosures. Self-disclosing statements directed the subject's attention toward the counselor while self-involving statements focused on…

  18. 20 CFR 365.110 - Self-evaluation.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 20 Employees' Benefits 1 2010-04-01 2010-04-01 false Self-evaluation. 365.110 Section 365.110... § 365.110 Self-evaluation. (a) The agency shall, by December 27, 1989, evaluate its current policies and... self-evaluation process by submitting comments (both oral and written). (c) The agency shall, until at...

  19. 22 CFR 711.110 - Self-evaluation.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 22 Foreign Relations 2 2010-04-01 2010-04-01 true Self-evaluation. 711.110 Section 711.110 Foreign... CORPORATION § 711.110 Self-evaluation. (a) The agency shall, by September 6, 1989, evaluate its current... participate in the self-evaluation process by submitting comments (both oral and written). (c) The agency...

  20. 18 CFR 1313.110 - Self-evaluation.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 18 Conservation of Power and Water Resources 2 2010-04-01 2010-04-01 false Self-evaluation. 1313... VALLEY AUTHORITY § 1313.110 Self-evaluation. (a) The agency shall, by August 24, 1987, evaluate its... participate in the self-evaluation process by submitting comments (both oral and written). (c) The agency...

  1. 49 CFR 807.110 - Self-evaluation.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 49 Transportation 7 2010-10-01 2010-10-01 false Self-evaluation. 807.110 Section 807.110... TRANSPORTATION SAFETY BOARD § 807.110 Self-evaluation. (a) The agency shall, by April 9, 1987, evaluate its... participate in the self-evaluation process by submitting comments (both oral and written). (c) The agency...

  2. 29 CFR 100.510 - Self-evaluation.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 29 Labor 2 2010-07-01 2010-07-01 false Self-evaluation. 100.510 Section 100.510 Labor Regulations... § 100.510 Self-evaluation. (a) The agency shall, by September 6, 1989, evaluate its current policies and... participate in the self-evaluation process by submitting comments (both oral and written). (c) The agency...

  3. Modulation of Self-Esteem in Self- and Other-Evaluations Primed by Subliminal and Supraliminal Faces

    PubMed Central

    Tao, Ran; Zhang, Shen; Li, Qi; Geng, Haiyan

    2012-01-01

    Background Past research examining implicit self-evaluation often manipulated self-processing as task-irrelevant but presented self-related stimuli supraliminally. Even when tested with more indirect methods, such as the masked priming paradigm, participants' responses may still be subject to conscious interference. Our study primed participants with either their own or someone else's face, and adopted a new paradigm to actualize strict face-suppression to examine participants' subliminal self-evaluation. In addition, we investigated how self-esteem modulates one's implicit self-evaluation and validated the role of awareness in creating the discrepancy on past findings between measures of implicit self-evaluation and explicit self-esteem. Methodology/Principal Findings Participants' own face or others' faces were subliminally presented with a Continuous Flash Suppression (CFS) paradigm in Experiment 1, but supraliminally presented in Experiment 2, followed by a valence judgment task of personality adjectives. Participants also completed the Rosenberg Self-Esteem Scale in each experiment. Results from Experiment 1 showed a typical bias of self-positivity among participants with higher self-esteem, but only a marginal self-positivity bias and a significant other-positivity bias among those with lower self-esteem. However, self-esteem had no modulating effect in Experiment 2: All participants showed the self-positivity bias. Conclusions/Significance Our results provide direct evidence that self-evaluation manifests in different ways as a function of awareness between individuals with different self-views: People high and low in self-esteem may demonstrate different automatic reactions in the subliminal evaluations of the self and others; but the involvement of consciousness with supraliminally presented stimuli may reduce this dissociation. PMID:23091607

  4. 7 CFR 1944.427 - Grantee self-evaluation.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ...) PROGRAM REGULATIONS (CONTINUED) HOUSING Self-Help Technical Assistance Grants § 1944.427 Grantee self-evaluation. Annually or more often, the board of directors will evaluate their own self-help program. Exhibit...

  5. Trait self-esteem and neural activities related to self-evaluation and social feedback

    PubMed Central

    Yang, Juan; Xu, Xiaofan; Chen, Yu; Shi, Zhenhao; Han, Shihui

    2016-01-01

    Self-esteem has been associated with neural responses to self-reflection and attitude toward social feedback but in different brain regions. The distinct associations might arise from different tasks or task-related attitudes in the previous studies. The current study aimed to clarify these by investigating the association between self-esteem and neural responses to evaluation of one’s own personality traits and of others’ opinion about one’s own personality traits. We scanned 25 college students using functional MRI during evaluation of oneself or evaluation of social feedback. Trait self-esteem was measured using the Rosenberg self-esteem scale after scanning. Whole-brain regression analyses revealed that trait self-esteem was associated with the bilateral orbitofrontal activity during evaluation of one’s own positive traits but with activities in the medial prefrontal cortex, posterior cingulate, and occipital cortices during evaluation of positive social feedback. Our findings suggest that trait self-esteem modulates the degree of both affective processes in the orbitofrontal cortex during self-reflection and cognitive processes in the medial prefrontal cortex during evaluation of social feedback. PMID:26842975

  6. Trait self-esteem and neural activities related to self-evaluation and social feedback.

    PubMed

    Yang, Juan; Xu, Xiaofan; Chen, Yu; Shi, Zhenhao; Han, Shihui

    2016-02-04

    Self-esteem has been associated with neural responses to self-reflection and attitude toward social feedback but in different brain regions. The distinct associations might arise from different tasks or task-related attitudes in the previous studies. The current study aimed to clarify these by investigating the association between self-esteem and neural responses to evaluation of one's own personality traits and of others' opinion about one's own personality traits. We scanned 25 college students using functional MRI during evaluation of oneself or evaluation of social feedback. Trait self-esteem was measured using the Rosenberg self-esteem scale after scanning. Whole-brain regression analyses revealed that trait self-esteem was associated with the bilateral orbitofrontal activity during evaluation of one's own positive traits but with activities in the medial prefrontal cortex, posterior cingulate, and occipital cortices during evaluation of positive social feedback. Our findings suggest that trait self-esteem modulates the degree of both affective processes in the orbitofrontal cortex during self-reflection and cognitive processes in the medial prefrontal cortex during evaluation of social feedback.

  7. Evaluative beliefs as mediators of the relationship between parental bonding and symptoms of paranoia and depression.

    PubMed

    Valiente, Carmen; Romero, Nuria; Hervas, Gonzalo; Espinosa, Regina

    2014-01-30

    This study was aimed to explore the distinct pathways that lead to depression and paranoia. We first examined the association of dysfunctional parenting experiences and negative self-evaluations in depression and paranoia. Furthermore, we also examined whether different self-evaluative beliefs could mediate the relationships between dysfunctional parenting experiences (i.e. parental overprotection or lack of care) and the development of depression and paranoia. A sample composed of 55 paranoid patients, 38 depressed patients and 44 healthy controls completed the Parental Bonding Instrument (PBI), the Evaluative Beliefs Scale (EBS) and some clinical scales. Our analyses revealed that lack of parental care and negative self-self evaluations were associated with depression symptoms. Analyses also revealed that parental overprotection and negative other-self evaluations were associated with paranoid symptoms. Furthermore, negative self-self and other-self evaluations fully mediated the relationship of parental overprotection and paranoia, whereas negative self-self evaluations partially mediated the relationship between lack of parental care and depression. These findings suggest that distinct patterns of parental practices may contribute to the development of different dysfunctional schemas which in turn may lead to either depression or paranoia. © 2013 Published by Elsevier Ireland Ltd.

  8. 49 CFR 1014.110 - Self-evaluation.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... or organizations representing handicapped persons, to participate in the self-evaluation process by... 49 Transportation 8 2014-10-01 2014-10-01 false Self-evaluation. 1014.110 Section 1014.110... HANDICAP IN PROGRAMS OR ACTIVITIES CONDUCTED BY THE SURFACE TRANSPORTATION BOARD § 1014.110 Self-evaluation...

  9. 40 CFR 12.110 - Self-evaluation.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... organizations representing individuals with handicaps to, participate in the self-evaluation process by... 40 Protection of Environment 1 2014-07-01 2014-07-01 false Self-evaluation. 12.110 Section 12.110... IN PROGRAMS OR ACTIVITIES CONDUCTED BY THE ENVIRONMENTAL PROTECTION AGENCY § 12.110 Self-evaluation...

  10. 1 CFR 500.110 - Self-evaluation.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 1 General Provisions 1 2010-01-01 2010-01-01 false Self-evaluation. 500.110 Section 500.110... PROGRAMS OR ACTIVITIES CONDUCTED BY THE NATIONAL COMMISSION FOR EMPLOYMENT POLICY § 500.110 Self-evaluation... or organizations representing handicapped persons, to participate in the self-evaluation process by...

  11. 49 CFR 1014.110 - Self-evaluation.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 49 Transportation 8 2010-10-01 2010-10-01 false Self-evaluation. 1014.110 Section 1014.110... HANDICAP IN PROGRAMS OR ACTIVITIES CONDUCTED BY THE SURFACE TRANSPORTATION BOARD § 1014.110 Self-evaluation... or organizations representing handicapped persons, to participate in the self-evaluation process by...

  12. 1 CFR 457.110 - Self-evaluation.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 1 General Provisions 1 2010-01-01 2010-01-01 false Self-evaluation. 457.110 Section 457.110... PROGRAMS OR ACTIVITIES CONDUCTED BY THE NATIONAL CAPITAL PLANNING COMMISSION § 457.110 Self-evaluation. (a... organizations representing handicapped persons, to participate in the self-evaluation process by submitting...

  13. 22 CFR 1510.110 - Self-evaluation.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 22 Foreign Relations 2 2010-04-01 2010-04-01 true Self-evaluation. 1510.110 Section 1510.110... IN PROGRAMS OR ACTIVITIES CONDUCTED BY THE AFRICAN DEVELOPMENT FOUNDATION § 1510.110 Self-evaluation... handicaps or organizations representing individuals with handicaps, to participate in the self-evaluation...

  14. 41 CFR 105-8.110 - Self-evaluation.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... handicaps or organizations representing individuals with handicaps, to participate in the self-evaluation... 41 Public Contracts and Property Management 3 2014-01-01 2014-01-01 false Self-evaluation. 105-8... HANDICAP IN PROGRAMS OR ACTIVITIES CONDUCTED BY GENERAL SERVICES ADMINISTRATION § 105-8.110 Self-evaluation...

  15. 6 CFR 15.10 - Self-evaluation.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... organizations representing individuals with disabilities, to participate in the self-evaluation process. (c) The... 6 Domestic Security 1 2010-01-01 2010-01-01 false Self-evaluation. 15.10 Section 15.10 Domestic... Self-evaluation. (a) Except as provided in paragraph (d) of this section, the Department shall, not...

  16. 45 CFR 1175.110 - Self-evaluation.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... organizations representing handicapped persons, to participate in the self-evaluation process by submitting... 45 Public Welfare 3 2013-10-01 2013-10-01 false Self-evaluation. 1175.110 Section 1175.110 Public... PROGRAMS OR ACTIVITIES CONDUCTED BY THE NATIONAL ENDOWMENT FOR THE HUMANITIES § 1175.110 Self-evaluation...

  17. 34 CFR 105.10 - Self-evaluation.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... organizations representing individuals with handicaps to participate in the self-evaluation process by... 34 Education 1 2014-07-01 2014-07-01 false Self-evaluation. 105.10 Section 105.10 Education... DEPARTMENT OF EDUCATION § 105.10 Self-evaluation. (a) The Department shall, within one year of the effective...

  18. 6 CFR 15.10 - Self-evaluation.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... organizations representing individuals with disabilities, to participate in the self-evaluation process. (c) The... 6 Domestic Security 1 2013-01-01 2013-01-01 false Self-evaluation. 15.10 Section 15.10 Domestic... Self-evaluation. (a) Except as provided in paragraph (d) of this section, the Department shall, not...

  19. 6 CFR 15.10 - Self-evaluation.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... organizations representing individuals with disabilities, to participate in the self-evaluation process. (c) The... 6 Domestic Security 1 2012-01-01 2012-01-01 false Self-evaluation. 15.10 Section 15.10 Domestic... Self-evaluation. (a) Except as provided in paragraph (d) of this section, the Department shall, not...

  20. 45 CFR 1175.110 - Self-evaluation.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... organizations representing handicapped persons, to participate in the self-evaluation process by submitting... 45 Public Welfare 3 2014-10-01 2014-10-01 false Self-evaluation. 1175.110 Section 1175.110 Public... PROGRAMS OR ACTIVITIES CONDUCTED BY THE NATIONAL ENDOWMENT FOR THE HUMANITIES § 1175.110 Self-evaluation...

  1. 6 CFR 15.10 - Self-evaluation.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... organizations representing individuals with disabilities, to participate in the self-evaluation process. (c) The... 6 Domestic Security 1 2011-01-01 2011-01-01 false Self-evaluation. 15.10 Section 15.10 Domestic... Self-evaluation. (a) Except as provided in paragraph (d) of this section, the Department shall, not...

  2. 6 CFR 15.10 - Self-evaluation.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... organizations representing individuals with disabilities, to participate in the self-evaluation process. (c) The... 6 Domestic Security 1 2014-01-01 2014-01-01 false Self-evaluation. 15.10 Section 15.10 Domestic... Self-evaluation. (a) Except as provided in paragraph (d) of this section, the Department shall, not...

  3. 45 CFR 617.5 - Self-evaluation.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 45 Public Welfare 3 2010-10-01 2010-10-01 false Self-evaluation. 617.5 Section 617.5 Public... Self-evaluation. (a) Each recipient (including subrecipients) employing the equivalent of fifteen or more full-time employees shall complete a written self-evaluation of its compliance under this part...

  4. 10 CFR 1041.110 - Self-evaluation.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 10 Energy 4 2010-01-01 2010-01-01 false Self-evaluation. 1041.110 Section 1041.110 Energy... PROGRAMS OR ACTIVITIES CONDUCTED BY THE DEPARTMENT OF ENERGY § 1041.110 Self-evaluation. (a) The agency... representing handicapped persons, to participate in the self-evaluation process by submitting comments (both...

  5. 45 CFR 1175.110 - Self-evaluation.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 45 Public Welfare 3 2010-10-01 2010-10-01 false Self-evaluation. 1175.110 Section 1175.110 Public... PROGRAMS OR ACTIVITIES CONDUCTED BY THE NATIONAL ENDOWMENT FOR THE HUMANITIES § 1175.110 Self-evaluation... organizations representing handicapped persons, to participate in the self-evaluation process by submitting...

  6. 22 CFR 1005.110 - Self-evaluation.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 22 Foreign Relations 2 2010-04-01 2010-04-01 true Self-evaluation. 1005.110 Section 1005.110... PROGRAMS OR ACTIVITIES CONDUCTED BY THE INTER-AMERICAN FOUNDATION § 1005.110 Self-evaluation. (a) The... representing handicapped persons, to participate in the self-evaluation process by submitting comments (both...

  7. The relationship between stigma sentiments and self-identity of individuals with schizophrenia.

    PubMed

    Aakre, Jennifer M; Klingaman, Elizabeth A; Docherty, Nancy M

    2015-06-01

    Stigma sentiments are the attitudes held toward a culturally devalued label or group. The present study measures schizophrenia stigma sentiments and self-identity to assess self-stigma experienced by people with schizophrenia. Ninety individuals with schizophrenia and 23 controls with no history of psychosis rated the evaluation, potency, and activity of "A person with schizophrenia or schizoaffective disorder," (stigma sentiments) and of "Myself as I really am" (self-identity). t tests, correlations, and regression analysis were used to (a) test relationships among stigma sentiments and self-identity in the groups separately; (b) test a model for predicting self-identity in the schizophrenia group, using stigma sentiments, current symptoms, and current functioning; and (c) compare the participant groups' stigma sentiments and self-identities. The evaluation category of self-identity and of stigma sentiment were correlated in the schizophrenia group, r(88) = .44, p < .001, but not in the control group. Current symptoms and the evaluation category of stigma sentiments were significant predictors of the evaluation category of self-identity in the schizophrenia group. The evaluation and potency stigma sentiments reported by the 2 groups did not differ; the control group rated itself more favorably on evaluation and potency than did the schizophrenia group. Self-evaluation of individuals with schizophrenia was less favorable than self-evaluation of individuals with no psychosis history, and evaluation attitudes held by individuals with schizophrenia regarding the schizophrenia label were associated with their self-identity. Results suggest preliminary utility of this simple measure in identifying self-stigma experienced by individuals with schizophrenia. (c) 2015 APA, all rights reserved).

  8. The undervalued self: social class and self-evaluation.

    PubMed

    Kraus, Michael W; Park, Jun W

    2014-01-01

    Social class ranks people on the social ladder of society, and in this research we examine how perceptions of economic standing shape the way that individuals evaluate the self. Given that reminders of one's own subordinate status in society are an indicator of how society values the self in comparison to others, we predicted that chronic lower perceptions of economic standing vis-à-vis others would explain associations between objective social class and negative self-evaluation, whereas situation-specific reminders of low economic standing would elicit negative self-evaluations, particularly in those from lower-class backgrounds. In Study 1, perceptions of social class rank accounted for the positive relationship between objective material resource measures of social class and self-esteem. In Study 2, lower-class individuals who received a low (versus equal) share of economic resources in an economic game scenario reported more negative self-conscious emotions-a correlate of negative self-evaluation-relative to upper-class individuals. Discussion focused on the implications of this research for understanding class-based cultural models of the self, and for how social class shapes self-evaluations chronically.

  9. Humor styles as mediators between self-evaluative standards and psychological well-being.

    PubMed

    Kuiper, Nicholas A; McHale, Nicola

    2009-07-01

    The authors examined how certain humor styles mediate the relations between self-evaluative standards (which form the primary evaluative component of the self-schema) and psychological well-being. As predicted, greater endorsement of positive self-evaluative standards led to the use of more affiliative humor, which, in turn, led to higher levels of social self-esteem and lower levels of depression. Also, as predicted, greater endorsement of negative self-evaluative standards led to the use of more self-defeating humor, which resulted in lower levels of social self-esteem and higher levels of depression. Further, affiliative humor also mediated the relation between negative self-evaluative standards and well-being. In this study, the greater endorsement of negative self-evaluative standards led to the use of less affiliative humor, which led to a decrease in social self-esteem. These results suggest that specific features associated with these 2 humor styles may contribute in a differential manner to an individual's level of well-being. In particular, the increased use of affiliative humor may facilitate the development and maintenance of social support networks that foster and enhance well-being. Alternatively, the greater use of self-defeating humor may result in the development of maladaptive social support networks that impede psychological well-being.

  10. Self-Concept Structure and the Quality of Self-Knowledge.

    PubMed

    Showers, Carolin J; Ditzfeld, Christopher P; Zeigler-Hill, Virgil

    2015-10-01

    This article explores the hidden vulnerability of individuals with compartmentalized self-concept structures by linking research on self-organization to related models of self-functioning. Across three studies, college students completed self-descriptive card sorts as a measure of self-concept structure and either the Contingencies of Self-Worth Scale, Likert ratings of perceived authenticity of self-aspects, or a response latency measure of self-esteem accessibility. In all, there were 382 participants (247 females; 77% White, 6% Hispanic, 5% Black, 5% Asian, 4% Native American, and 3% other). Consistent with their unstable self-evaluations, compartmentalized individuals report greater contingencies of self-worth and describe their experience of multiple self-aspects as less authentic than do individuals with integrative self-organization. Compartmentalized individuals also make global self-evaluations more slowly than do integrative individuals. Together with previous findings on self-clarity, these results suggest that compartmentalized individuals may experience difficulties in how they know the self, whereas individuals with integrative self-organization may display greater continuity and evaluative consistency across self-aspects, with easier access to evaluative self-knowledge. © 2014 Wiley Periodicals, Inc.

  11. Self-Concept Structure and the Quality of Self-Knowledge

    PubMed Central

    Showers, Carolin J.; Ditzfeld, Christopher P.; Zeigler-Hill, Virgil

    2014-01-01

    Objective Explores the hidden vulnerability of individuals with compartmentalized self-concept structures by linking research on self-organization to related models of self functioning. Method Across three studies, college students completed self-descriptive card sorts as a measure of self-concept structure and either the Contingencies of Self-Worth Scale; Likert ratings of perceived authenticity of self-aspects; or a response latency measure of self-esteem accessibility. In all, there were 382 participants (247 females; 77% White, 6% Hispanic, 5% Black, 5% Asian, 4% Native American, and 3% Other). Results Consistent with their unstable self-evaluations, compartmentalized individuals report greater contingencies of self-worth and describe their experience of multiple self-aspects as less authentic than do individuals with integrative self-organization. Compartmentalized individuals also make global self-evaluations more slowly than do integrative individuals. Conclusions Together with previous findings on self-clarity, these results suggest that compartmentalized individuals may experience difficulties in how they know the self, whereas individuals with integrative self-organization may display greater continuity and evaluative consistency across self-aspects, with easier access to evaluative self-knowledge. PMID:25180616

  12. Thinspiration: Self-Improvement Versus Self-Evaluation Social Comparisons with Thin-Ideal Media Portrayals.

    PubMed

    Knobloch-Westerwick, Silvia

    2015-01-01

    Much research has demonstrated negative impacts of idealized-body imagery exposure on body satisfaction. Yet, paradoxically, media with such imagery attract mass audiences. Few studies showed women's body satisfaction increased due to thin-ideal exposure. The kind of social comparison women engage in (self-evaluation vs. self-improvement) may explain these inconsistent findings and the paradoxical attraction to thin-ideal messages. Across 5 days, thin-ideal messages were presented to 51 women; self-evaluation and self-improvement social comparisons as well as body satisfaction were measured each day. A linear positive change in body satisfaction emerged. Greater self-improvement social comparisons increased this change, whereas greater self-evaluation social comparisons reduced it. Extent of both social comparison types changed during the prolonged exposure. A greater tendency to compare one's body with others' improved body satisfaction through self-improvement social comparisons and fostered weight-loss behaviors through self-evaluation social comparisons.

  13. The etiology of mathematical self-evaluation and mathematics achievement: understanding the relationship using a cross-lagged twin study from age 9 to 12

    PubMed Central

    Luo, Yu L.L.; Kovas, Yulia; Haworth, Claire M.A.; Plomin, Robert

    2011-01-01

    The genetic and environmental origins of individual differences in mathematical self-evaluation over time and its association with later mathematics achievement were investigated in a UK sample of 2138 twin pairs at ages 9 and 12. Self-evaluation indexed how good children think they are at mathematical activities and how much they like those activities. Mathematics achievement was assessed by teachers based on UK National Curriculum standards. At both ages self-evaluation was approximately 40% heritable, with the rest of the variance explained by non-shared environment. The results also suggested moderate reciprocal associations between self-evaluation and mathematics achievement across time, with earlier self-evaluation predicting later performance and earlier performance predicting later self-evaluation. These cross-lagged relationships were genetically rather than environmentally mediated. PMID:22102781

  14. 24 CFR 8.51 - Self-evaluation.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 24 Housing and Urban Development 1 2010-04-01 2010-04-01 false Self-evaluation. 8.51 Section 8.51... URBAN DEVELOPMENT Enforcement § 8.51 Self-evaluation. (a) Each recipient shall, within one year of July... appropriate corrective steps to remedy the discrimination revealed by the self-evaluation. (b) A recipient...

  15. 24 CFR 8.51 - Self-evaluation.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 24 Housing and Urban Development 1 2011-04-01 2011-04-01 false Self-evaluation. 8.51 Section 8.51... URBAN DEVELOPMENT Enforcement § 8.51 Self-evaluation. (a) Each recipient shall, within one year of July... appropriate corrective steps to remedy the discrimination revealed by the self-evaluation. (b) A recipient...

  16. 28 CFR 35.105 - Self-evaluation.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 28 Judicial Administration 1 2011-07-01 2011-07-01 false Self-evaluation. 35.105 Section 35.105... LOCAL GOVERNMENT SERVICES General § 35.105 Self-evaluation. (a) A public entity shall, within one year... participate in the self-evaluation process by submitting comments. (c) A public entity that employs 50 or more...

  17. 7 CFR 15e.110 - Self-evaluation.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... handicaps or organizations representing individuals with handicaps, to participate in the self-evaluation... 7 Agriculture 1 2014-01-01 2014-01-01 false Self-evaluation. 15e.110 Section 15e.110 Agriculture... PROGRAMS OR ACTIVITIES CONDUCTED BY THE UNITED STATES DEPARTMENT OF AGRICULTURE § 15e.110 Self-evaluation...

  18. 22 CFR 530.110 - Self-evaluation.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 22 Foreign Relations 2 2010-04-01 2010-04-01 true Self-evaluation. 530.110 Section 530.110 Foreign... PROGRAMS OR ACTIVITIES CONDUCTED BY THE BROADCASTING BOARD OF GOVERNORS § 530.110 Self-evaluation. (a) The... representing handicapped persons, to participate in the self-evaluation process by submitting comments (both...

  19. 45 CFR 606.10 - Self-evaluation.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 45 Public Welfare 3 2010-10-01 2010-10-01 false Self-evaluation. 606.10 Section 606.10 Public... § 606.10 Self-evaluation. (a) The Foundation shall, within one year of the effective date of this part... with handicaps, to participate in the self-evaluation process by submitting comments (both oral and...

  20. 10 CFR 4.510 - Self-evaluation.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 10 Energy 1 2010-01-01 2010-01-01 false Self-evaluation. 4.510 Section 4.510 Energy NUCLEAR... Programs or Activities Conducted by the U.S. Nuclear Regulatory Commission § 4.510 Self-evaluation. (a) The... representing handicapped persons, to participate in the self-evaluation process by submitting comments (both...

  1. 45 CFR 1153.110 - Self-evaluation.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 45 Public Welfare 3 2010-10-01 2010-10-01 false Self-evaluation. 1153.110 Section 1153.110 Public... PROGRAMS OR ACTIVITIES CONDUCTED BY THE NATIONAL ENDOWMENT FOR THE ARTS § 1153.110 Self-evaluation. (a) The... representing handicapped persons, to participate in the self-evaluation process by submitting comments (both...

  2. But do you think I’m cool? Developmental differences in striatal recruitment during direct and reflected social self-evaluations

    PubMed Central

    Jankowski, Kathryn F.; Moore, William E.; Merchant, Junaid S.; Kahn, Lauren E.; Pfeifer, Jennifer H.

    2015-01-01

    The current fMRI study investigated the neural foundations of evaluating oneself and others during early adolescence and young adulthood. Eighteen early adolescents (ages 11–14, M = 12.6) and 19 young adults (ages 22–31, M = 25.6) evaluated if academic, physical, and social traits described themselves directly (direct self-evaluations), described their best friend directly (direct other-evaluations), described themselves from their best friend’s perspective (reflected self-evaluations), or in general could change over time (control malleability-evaluations). Compared to control evaluations, both adolescents and adults recruited cortical midline structures during direct and reflected self-evaluations, as well as during direct other-evaluations, converging with previous research. However, unique to this study was a significant three-way interaction between age group, evaluative perspective, and domain within bilateral ventral striatum. Region of interest analyses demonstrated a significant evaluative perspective by domain interaction within the adolescent sample only. Adolescents recruited greatest bilateral ventral striatum during reflected social self-evaluations, which was positively correlated with age and pubertal development. These findings suggest that reflected social self-evaluations, made from the inferred perspective of a close peer, may be especially self-relevant, salient, or rewarding to adolescent self-processing – particularly during the progression through adolescence – and this feature persists into adulthood. PMID:24582805

  3. But do you think I'm cool? Developmental differences in striatal recruitment during direct and reflected social self-evaluations.

    PubMed

    Jankowski, Kathryn F; Moore, William E; Merchant, Junaid S; Kahn, Lauren E; Pfeifer, Jennifer H

    2014-04-01

    The current fMRI study investigates the neural foundations of evaluating oneself and others during early adolescence and young adulthood. Eighteen early adolescents (ages 11-14, M=12.6) and 19 young adults (ages 22-31, M=25.6) evaluated whether academic, physical, and social traits described themselves directly (direct self-evaluations), described their best friend directly (direct other-evaluations), described themselves from their best friend's perspective (reflected self-evaluations), or in general could change over time (control malleability-evaluations). Compared to control evaluations, both adolescents and adults recruited cortical midline structures during direct and reflected self-evaluations, as well as during direct other-evaluations, converging with previous research. However, unique to this study was a significant three-way interaction between age group, evaluative perspective, and domain within bilateral ventral striatum. Region of interest analyses demonstrated a significant evaluative perspective by domain interaction within the adolescent sample only. Adolescents recruited greatest bilateral ventral striatum during reflected social self-evaluations, which was positively correlated with age and pubertal development. These findings suggest that reflected social self-evaluations, made from the inferred perspective of a close peer, may be especially self-relevant, salient, or rewarding to adolescent self-processing--particularly during the progression through adolescence - and this feature persists into adulthood. Copyright © 2014 The Authors. Published by Elsevier Ltd.. All rights reserved.

  4. Effects of core self-evaluations on the job burnout of nurses: the mediator of organizational commitment.

    PubMed

    Zhou, Yangen; Lu, Jiamei; Liu, Xianmin; Zhang, Pengcheng; Chen, Wuying

    2014-01-01

    To explore the impact of Core self-evaluations on job burnout of nurses, and especially to test and verify the mediator role of organizational commitment between the two variables. Random cluster sampling was used to pick up participants sample, which consisted of 445 nurses of a hospital in Shanghai. Core self-evaluations questionnaire, job burnout scale and organizational commitment scale were administrated to the study participants. There are significant relationships between Core self-evaluations and dimensions of job burnout and organizational commitment. There is a significant mediation effect of organizational commitment between Core self-evaluations and job burnout. To enhance nurses' Core self-evaluations can reduce the incidence of job burnout.

  5. Self-Concept and Self-Esteem in Elementary School Children.

    ERIC Educational Resources Information Center

    Burnett, Paul C.

    1994-01-01

    Examined relationships among self-concept, self-esteem, self-description, self-evaluation, and global beliefs and feelings about oneself. Findings from 957 students in grades 3 through 7 suggest that self-concept is comprised of both descriptive and evaluative beliefs that children hold about certain characteristics, whereas self-esteem can be…

  6. The relationship between stigma sentiments and self-identity of individuals with schizophrenia

    PubMed Central

    Klingaman, Elizabeth A.; Docherty, Nancy M.

    2015-01-01

    Objective Stigma sentiments are the attitudes held towards a culturally-devalued label or group. The present study measures schizophrenia stigma sentiments and self-identity to assess self-stigma experienced by people with schizophrenia. Methods Ninety individuals with schizophrenia and 23 controls with no history of psychosis rated the evaluation, potency, and activity of “A person with schizophrenia or schizoaffective disorder,” (stigma sentiments) and of “Myself as I really am” (self-identity). T-tests, correlations, and regression analysis were employed to 1) test relationships among stigma sentiments and self-identity in the groups separately, 2) test a model for predicting self-identity in the schizophrenia group, using stigma sentiments, current symptoms, and current functioning, and 3) compare the participant groups' stigma sentiments and self-identities. Results The evaluation category of self-identity and of stigma sentiment were correlated in the schizophrenia group, r(88)= .44, p<.001, but not in the control group. Current symptoms and the evaluation category of stigma sentiments were significant predictors of the evaluation category of self-identity in the schizophrenia group. The evaluation and potency stigma sentiments reported by the two groups did not differ; the control group rated itself more favorably on evaluation and potency than did the schizophrenia group. Conclusions and Implications for Practice Self-evaluation of individuals with schizophrenia was less favorable than self-evaluation of individuals with no psychosis history, and evaluation attitudes held by individuals with schizophrenia regarding the schizophrenia label were associated with their self-identity. Results suggest preliminary utility of this simple measure in identifying self-stigma experienced by individuals with schizophrenia. PMID:25799298

  7. 45 CFR 1156.12 - Self-evaluation.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 45 Public Welfare 3 2010-10-01 2010-10-01 false Self-evaluation. 1156.12 Section 1156.12 Public... Endowment Recipients § 1156.12 Self-evaluation. (a) Each recipient employing the equivalent of 15 or more full time employees may be required to complete a written self-evaluation, in a manner specified by the...

  8. Improving Fifth Grade Students' Mathematics Self-Efficacy Calibration and Performance through Self-Regulation Training

    ERIC Educational Resources Information Center

    Ramdass, Darshanand H.

    2009-01-01

    This primary goal of this study was to investigate the effects of strategy training and self-reflection, two subprocesses of Zimmerman's cyclical model of self-regulation, on fifth grade students' mathematics performance, self-efficacy, self-evaluation, and calibration measures of self-efficacy bias, self-efficacy accuracy, self-evaluation bias,…

  9. Student Self-evaluation After Nursing Examinations: That's a Wrap.

    PubMed

    Butzlaff, Alice; Gaylle, Debrayh; O'Leary Kelley, Colleen

    2018-04-13

    Examination wrappers are a self-evaluation tool that uses metacognition to help students reflect on test performance. After examinations, rather than focus on points earned, students learn to self-identify study strategies and recognize methods of test preparation. The purpose of the study was to determine if the use of an examination wrapper after each test would encourage students to self-evaluate performance and adjust study strategies. A total of 120 undergraduate nursing students completed self-evaluations after each examination, which were analyzed using content analysis. Three general patterns emerged from student self-evaluation: effective and ineffective study strategies, understanding versus memorization of content, and nurse educator assistance.

  10. Disentangling the relationships among self-reflection, insight, and subjective well-being: the role of dysfunctional attitudes and core self-evaluations.

    PubMed

    Stein, Daniel; Grant, Anthony M

    2014-01-01

    Central to many psychological schools of thought is the notion that self-reflection leads to self-insight which, in turn, leads to enhanced well-being. However, empirical research has found that although self-insight is typically associated with well-being, self-reflection is frequently not associated with self-insight or well-being. Past attempts to understand this conundrum have tended to focus on the role of ruminative self-refection. Using a different approach this study investigates the roles of dysfunctional attitudes and positive core self-evaluations. Using data from 227 participants, two key findings are reported: first, dysfunctional attitudes suppress the relationship between self-reflection and self-insight; and second, positive core self-evaluations mediate the relationship between self-insight and subjective well-being. These two findings imply that a path exists from self-reflection to subjective well-being through self-insight and positive core self-evaluations. This path model was found to be a good fit. Implications for future research and positive psychological practice are discussed.

  11. Effects of Core Self-Evaluations on the Job Burnout of Nurses: The Mediator of Organizational Commitment

    PubMed Central

    Zhou, Yangen; Lu, Jiamei; Liu, Xianmin; Zhang, Pengcheng; Chen, Wuying

    2014-01-01

    Objective To explore the impact of Core self-evaluations on job burnout of nurses, and especially to test and verify the mediator role of organizational commitment between the two variables. Method Random cluster sampling was used to pick up participants sample, which consisted of 445 nurses of a hospital in Shanghai. Core self-evaluations questionnaire, job burnout scale and organizational commitment scale were administrated to the study participants. Results There are significant relationships between Core self-evaluations and dimensions of job burnout and organizational commitment. There is a significant mediation effect of organizational commitment between Core self-evaluations and job burnout. Conclusions To enhance nurses’ Core self-evaluations can reduce the incidence of job burnout. PMID:24755670

  12. Moving away from exhaustion: how core self-evaluations influence academic burnout.

    PubMed

    Lian, Penghu; Sun, Yunfeng; Ji, Zhigang; Li, Hanzhong; Peng, Jiaxi

    2014-01-01

    Academic burnout refers to students who have low interest, lack of motivation, and tiredness in studying. Studies concerning how to prevent academic burnout are rare. The present study aimed to investigate the impact of core self-evaluations on the academic burnout of university students, and mainly focused on the confirmation of the mediator role of life satisfaction. A total of 470 university students accomplished the core self-evaluation scale, Satisfaction with Life, and academic burnout scale. Both core self-evaluations and life satisfaction were significantly correlated with academic burnout. Structural equation modeling indicated that life satisfaction partially mediated the relationship between core self-evaluations and academic burnout. Core self-evaluations significantly influence academic burnout and are partially mediated by life satisfaction.

  13. Reflective Practice and Self-Evaluation in Learning Positive Guidance: Experiences of Early Childhood Practicum Students

    ERIC Educational Resources Information Center

    McFarland, Laura; Saunders, Rachel; Allen, Sydnye

    2009-01-01

    This paper examines the role of self-reflection and self-evaluation in early childhood practicum students' development of positive guidance skills with children. We examine how helpful students find self-reflection and self-evaluation exercises and how their thoroughness of reflection relates to their progress in acquiring positive guidance…

  14. Student Estimates of Public Speaking Competency: The Meaning Extraction Helper and Video Self-Evaluation

    ERIC Educational Resources Information Center

    LeFebvre, Luke; LeFebvre, Leah; Blackburn, Kate; Boyd, Ryan

    2015-01-01

    Video continues to be used in many basic communication courses as a way for students to self-evaluate speechmaking. In this study, students (N = 71) presented speeches, viewed the video recordings, and produced self-generated feedback. Comparing student's self-estimated grades from the self-evaluation against earned grades resulted in composite…

  15. The undervalued self: social class and self-evaluation

    PubMed Central

    Kraus, Michael W.; Park, Jun W.

    2014-01-01

    Social class ranks people on the social ladder of society, and in this research we examine how perceptions of economic standing shape the way that individuals evaluate the self. Given that reminders of one’s own subordinate status in society are an indicator of how society values the self in comparison to others, we predicted that chronic lower perceptions of economic standing vis-à-vis others would explain associations between objective social class and negative self-evaluation, whereas situation-specific reminders of low economic standing would elicit negative self-evaluations, particularly in those from lower-class backgrounds. In Study 1, perceptions of social class rank accounted for the positive relationship between objective material resource measures of social class and self-esteem. In Study 2, lower-class individuals who received a low (versus equal) share of economic resources in an economic game scenario reported more negative self-conscious emotions—a correlate of negative self-evaluation—relative to upper-class individuals. Discussion focused on the implications of this research for understanding class-based cultural models of the self, and for how social class shapes self-evaluations chronically. PMID:25538654

  16. The relationship between core self-evaluations, views of god, and intrinsic/extrinsic religious motivation.

    PubMed

    Smither, James W; Walker, Alan G

    2015-04-01

    Core self-evaluations refer to a higher-order construct that subsumes four well-established traits in the personality literature: self-esteem, generalized self-efficacy, (low) neuroticism, and (internal) locus of control. Studies that have examined the relationship between various measures of religiosity and individual components of core self-evaluations show no clear pattern of relationships. The absence of a clear pattern may be due to the failure of most previous studies in this area to use theory to guide research. Therefore, theories related to core self-evaluations, religious motivation, and views of God were used to develop and test four hypotheses. 220 adults completed measures of four religious attitudes (intrinsic religious motivation, extrinsic religious motivation, viewing God as loving, and viewing God as punitive), general religiosity, and core self-evaluations, separated by 6 weeks (with the order of measures counterbalanced). Multivariate multiple regression, controlling for general religiosity, showed that core self-evaluations were positively related to viewing God as loving, negatively related to viewing God as punitive, and negatively related to extrinsic religious motivation. The hypothesis that core self-evaluations would be positively related to intrinsic religious motivation was not supported.

  17. [Effects of reading difficulties on scholastic self-evaluation and mental health in elementary school children].

    PubMed

    Yamashita, Toshiya; Hayashi, Takashi

    2014-05-01

    We aimed to examine the effects of reading difficulties on scholastic self-evaluation and mental health in elementary school students. Following guidelines for diagnosing reading disorders in elementary school students, we administered reading test batteries consisting of single sounds, single words, and single sentences to 41 fifth-grade elementary school students in Japan. The students' levels of scholastic self-evaluation, self-esteem, and depressive symptoms were assessed using self-rating questionnaires. By evaluating students' reading speed and the number of reading errors they made, we found that six students (14.6%) had reading difficulties (RD group) as per the guidelines for diagnosing reading disorders. The scholastic self-evaluation scores of this RD group were significantly lower than that of the non-RD group. No significant differences were found between the groups on self-esteem or depressive symptoms scores, which we considered to be indicators of mental health, Speed in reading single sounds and single words, and the number of reading errors in reading single sounds had significant negative correlations with scholastic self-evaluation scores. We found that reading difficulties might result in decreased scholastic self-evaluation in elementary school students; however, reading difficulties did not directly influence self-esteem or depression.

  18. Development of self-protective biases in response to social evaluative feedback

    PubMed Central

    Rodman, Alexandra M.; Powers, Katherine E.; Somerville, Leah H.

    2017-01-01

    Adolescence is a developmental period marked by heightened attunement to social evaluation. While adults have been shown to enact self-protective processes to buffer their self-views from evaluative threats like peer rejection, it is unclear whether adolescents avail themselves of the same defenses. The present study examines how social evaluation shapes views of the self and others differently across development. N = 107 participants ages 10–23 completed a reciprocal social evaluation task that involved predicting and receiving peer acceptance and rejection feedback, along with assessments of self-views and likability ratings of peers. Here, we show that, despite equivalent experiences of social evaluation, adolescents internalized peer rejection, experiencing a feedback-induced drop in self-views, whereas adults externalized peer rejection, reporting a task-induced boost in self-views and deprecating the peers who rejected them. The results identify codeveloping processes underlying why peer rejection may lead to more dramatic alterations in self-views during adolescence than other phases of the lifespan. PMID:29180428

  19. 22 CFR 1701.110 - Self-evaluation.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 22 Foreign Relations 2 2010-04-01 2010-04-01 true Self-evaluation. 1701.110 Section 1701.110...-evaluation. (a) The agency shall, by November 28, 1994, evaluate its current policies and practices, and the... handicaps or organizations representing individuals with handicaps, to participate in the self-evaluation...

  20. 25 CFR 720.110 - Self-evaluation.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 25 Indians 2 2010-04-01 2010-04-01 false Self-evaluation. 720.110 Section 720.110 Indians THE...-evaluation. (a) The agency shall, by August 24, 1987, evaluate its current policies and practices, and the... or organizations representing handicapped persons, to participate in the self-evaluation process by...

  1. Evaluate Yourself. Evaluation: Research-Based Decision Making Series, Number 9304.

    ERIC Educational Resources Information Center

    Fetterman, David M.

    This document considers both self-examination and external evaluation of gifted and talented education programs. Principles of the self-examination process are offered, noting similarities to external evaluation models. Principles of self-evaluation efforts include the importance of maintaining a nonjudgmental orientation, soliciting views from…

  2. 7 CFR Exhibit B to Subpart I of... - Evaluation Report of Self-Help Technical Assistance (TA) Grants

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 7 Agriculture 13 2014-01-01 2013-01-01 true Evaluation Report of Self-Help Technical Assistance... Self-Help Technical Assistance Grants Pt. 1944, Subpt. I, Exh. B Exhibit B to Subpart I of Part 1944—Evaluation Report of Self-Help Technical Assistance (TA) Grants Evaluation for Quarter Ending:(1...

  3. 7 CFR Exhibit B to Subpart I of... - Evaluation Report of Self-Help Technical Assistance (TA) Grants

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 7 Agriculture 13 2012-01-01 2012-01-01 false Evaluation Report of Self-Help Technical Assistance... Self-Help Technical Assistance Grants Pt. 1944, Subpt. I, Exh. B Exhibit B to Subpart I of Part 1944—Evaluation Report of Self-Help Technical Assistance (TA) Grants Evaluation for Quarter Ending:(1...

  4. 7 CFR Exhibit B to Subpart I of... - Evaluation Report of Self-Help Technical Assistance (TA) Grants

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 7 Agriculture 13 2013-01-01 2013-01-01 false Evaluation Report of Self-Help Technical Assistance... Self-Help Technical Assistance Grants Pt. 1944, Subpt. I, Exh. B Exhibit B to Subpart I of Part 1944—Evaluation Report of Self-Help Technical Assistance (TA) Grants Evaluation for Quarter Ending:(1...

  5. A Collection of Papers on Self-Study and Institutional Improvement, 2003. Volume 4: The Self-Study Process for Commission Evaluation. 2003 Edition.

    ERIC Educational Resources Information Center

    Van Kollenburg, Susan E., Ed.

    Papers in this collection were prepared for the annual meeting of the North Central Association of Colleges and Schools. This volume contains papers related to the self-study process for Commission evaluation. Papers in chapters 1, "Self-Study and Commission Evaluation: Coordinating the Self-Study," are: (1) "Initiating the…

  6. 45 CFR 1181.110 - Self-evaluation.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... or organizations representing handicapped persons, to participate in the self-evaluation process by... 45 Public Welfare 3 2013-10-01 2013-10-01 false Self-evaluation. 1181.110 Section 1181.110 Public... IN PROGRAMS OR ACTIVITIES CONDUCTED BY THE INSTITUTE OF MUSEUM AND LIBRARY SERVICES § 1181.110 Self...

  7. 46 CFR 507.110 - Self-evaluation.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... or organizations representing handicapped persons, to participate in the self-evaluation process by... 46 Shipping 9 2014-10-01 2014-10-01 false Self-evaluation. 507.110 Section 507.110 Shipping... BASIS OF HANDICAP IN PROGRAMS OR ACTIVITIES CONDUCTED BY THE FEDERAL MARITIME COMMISSION § 507.110 Self...

  8. 22 CFR 144.110 - Self-evaluation.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... or organizations representing handicapped persons, to participate in the self-evaluation process by... 22 Foreign Relations 1 2014-04-01 2014-04-01 false Self-evaluation. 144.110 Section 144.110... HANDICAP IN PROGRAMS OR ACTIVITIES CONDUCTED BY THE UNITED STATES DEPARTMENT OF STATE § 144.110 Self...

  9. 45 CFR 1181.110 - Self-evaluation.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... or organizations representing handicapped persons, to participate in the self-evaluation process by... 45 Public Welfare 3 2014-10-01 2014-10-01 false Self-evaluation. 1181.110 Section 1181.110 Public... IN PROGRAMS OR ACTIVITIES CONDUCTED BY THE INSTITUTE OF MUSEUM AND LIBRARY SERVICES § 1181.110 Self...

  10. Moving Away from Exhaustion: How Core Self-Evaluations Influence Academic Burnout

    PubMed Central

    Lian, Penghu; Sun, Yunfeng; Ji, Zhigang; Li, Hanzhong; Peng, Jiaxi

    2014-01-01

    Background Academic burnout refers to students who have low interest, lack of motivation, and tiredness in studying. Studies concerning how to prevent academic burnout are rare. Objective The present study aimed to investigate the impact of core self-evaluations on the academic burnout of university students, and mainly focused on the confirmation of the mediator role of life satisfaction. Methods A total of 470 university students accomplished the core self-evaluation scale, Satisfaction with Life, and academic burnout scale. Results Both core self-evaluations and life satisfaction were significantly correlated with academic burnout. Structural equation modeling indicated that life satisfaction partially mediated the relationship between core self-evaluations and academic burnout. Conclusions Core self-evaluations significantly influence academic burnout and are partially mediated by life satisfaction. PMID:24489857

  11. Tell me the gossip: the self-evaluative function of receiving gossip about others.

    PubMed

    Martinescu, Elena; Janssen, Onne; Nijstad, Bernard A

    2014-12-01

    We investigate the self-evaluative function of competence-related gossip for individuals who receive it. Using the Self-Concept Enhancing Tactician (SCENT) model, we propose that individuals use evaluative information about others (i.e., gossip) to improve, promote, and protect themselves. Results of a critical incident study and an experimental study showed that positive gossip had higher self-improvement value than negative gossip, whereas negative gossip had higher self-promotion value and raised higher self-protection concerns than positive gossip. Self-promotion mediated the relationship between gossip valence and pride, while self-protection mediated the relationship between gossip valence and fear, although the latter mediated relationship emerged for receivers with mastery goals rather than performance goals. These results suggest that gossip serves self-evaluative functions for gossip receivers and triggers self-conscious emotions. © 2014 by the Society for Personality and Social Psychology, Inc.

  12. The role of self-improvement and self-evaluation motives in social comparisons with idealised female bodies in the media.

    PubMed

    Halliwell, Emma; Dittmar, Helga

    2005-09-01

    This study investigates the effect of social comparisons with media models on women's body image based on either self-evaluation or self-improvement motives. Ninety-eight women, for whom appearance was a relevant comparison dimension, viewed advertisements that did, or did not, feature idealised models, after being prompted to engage in self-evaluation or self-improvement comparisons. The results indicate that, when focusing on self-evaluation, comparisons with thin models are associated with higher body-focused anxiety than viewing no model advertisements. In contrast, when focusing on self-improvement, comparisons with thin models are not associated with higher body-focused anxiety than viewing no models. Furthermore, women's general tendency to engage in social comparisons moderated the effects of self-evaluative comparisons with models, so that women who did not habitually engage in social comparisons were most strongly affected. It is suggested that motive for social comparison may explain previous inconsistencies in the experimental exposure literature and warrants more careful attention in future research.

  13. Irish nursing students' changing self-esteem and fear of negative evaluation during their preregistration programme.

    PubMed

    Begley, Cecily M; White, Patricia

    2003-05-01

    Studies on Irish nursing and midwifery professions have demonstrated that stress and bullying are frequent problems that may lead to depression and low self-esteem. Self-esteem is linked to social anxiety and is therefore related to fear of negative evaluation. It is important to study nursing students' feelings about self-esteem and negative evaluation, and to assess whether or not both these constructs change as students progress through their preregistration education programme. This study explored nursing students' perceived levels of self-esteem and their fear of negative evaluation prior to, and nearing the completion of, their 3-year preregistration programme. A descriptive, quantitative, comparative survey design was used. All students in the first intake of 1995 in two general nursing schools in Southern Ireland agreed to take part (n = 72). A questionnaire developed from the Rosenberg Self-esteem Scale and the Watson and Friend Fear of Negative Evaluation Scale was used to collect data at the start of their programme and again 2 months before completion. In general, students' reported self-esteem rose as they neared the end of their education programme and their fear of negative evaluation decreased; however, their overall self-esteem levels at their highest were only average. Many of the studies examining self-esteem have produced contradictory results. An examination of the organizational factors that contribute to self-esteem may increase our understanding of the phenomenon. Self-esteem is a complex, multifaceted phenomenon. While there is no single factor that can increase or decrease a person's self-esteem, this study has explored the potential impact of the fear of negative evaluation on self-esteem. Nursing students' self-esteem might be increased by expansion of intrinsic job characteristics, improving their job satisfaction and providing frequent positive feedback.

  14. Self-verification in clinical depression: the desire for negative evaluation.

    PubMed

    Giesler, R B; Josephs, R A; Swann, W B

    1996-08-01

    Do clinically depressed individuals seek favorable or unfavorable information about the self? Self-verification theory makes the counterintuitive prediction that depressed individuals solicit feedback that confirms their negative self-views. To test this prediction, participants were classified on the basis of a structured clinical interview and self-report measures into high-esteem, low self-esteem, and depressed groups. All participants were offered a choice between receiving favorable or unfavorable feedback; 82% of the depressed participants chose the unfavorable feedback, compared to 64% of the low self-esteem participants and 25% of the high self-esteem participants. Additional evidence indicated that depressed individuals also failed to exploit fully an opportunity to acquire favorable evaluations that were self-verifying. The authors discuss how seeking negative evaluations and failing to seek favorable evaluations may help maintain depression.

  15. Evaluating the Effectiveness of the Self-Test on Structured Classroom Learning

    ERIC Educational Resources Information Center

    Gilkey, Anthony Dean

    1977-01-01

    The study focused on the effect of the self-evaluation component of self-instructional packets in radiologic technology programs. It was found that the self-evaluation component clearly had a significant positive effect on learning, although the relative learning contribution of the component was not established. (MF)

  16. The Associations of Biculturalism to Prosocial Tendencies and Positive Self Evaluations.

    PubMed

    Carlo, Gustavo; Basilio, Camille D; Knight, George P

    2016-11-01

    Although some research exists on biculturalism and negative adjustment, few studies have examined the mechanisms that account for the positive correlates of biculturalism in U.S. Latino youth. Two competing reverse causal models were tested. Specifically, we examined how biculturalism among 574 U.S. Mexican adolescents ( n =296 girls; M = 17.84 years, SD = .46 years) was related to prosocial tendencies and positive self evaluation (i.e., self-esteem and general self-efficacy). The findings yielded supportive evidence for both reverse causal models suggesting that prosocial tendencies may mediate the relations between biculturalism and positive self evaluations, and that positive self evaluations may mediate the relations between biculturalism and prosocial tendencies. The implications of the role of biculturalism for understanding prosocial development and positive self evaluations in U.S. Mexican youth are discussed.

  17. The Associations of Biculturalism to Prosocial Tendencies and Positive Self Evaluations

    PubMed Central

    Carlo, Gustavo; Basilio, Camille D.; Knight, George P.

    2016-01-01

    Although some research exists on biculturalism and negative adjustment, few studies have examined the mechanisms that account for the positive correlates of biculturalism in U.S. Latino youth. Two competing reverse causal models were tested. Specifically, we examined how biculturalism among 574 U.S. Mexican adolescents (n =296 girls; M = 17.84 years, SD = .46 years) was related to prosocial tendencies and positive self evaluation (i.e., self-esteem and general self-efficacy). The findings yielded supportive evidence for both reverse causal models suggesting that prosocial tendencies may mediate the relations between biculturalism and positive self evaluations, and that positive self evaluations may mediate the relations between biculturalism and prosocial tendencies. The implications of the role of biculturalism for understanding prosocial development and positive self evaluations in U.S. Mexican youth are discussed. PMID:28018755

  18. Liking for Evaluators: Consistency and Self-Esteem Theories

    ERIC Educational Resources Information Center

    Regan, Judith Weiner

    1976-01-01

    Consistency and self-esteem theories make contrasting predictions about the relationship between a person's self-evaluation and his liking for an evaluator. Laboratory experiments confirmed predictions about these theories. (Editor/RK)

  19. Self-compassion: a potential resource for young women athletes.

    PubMed

    Mosewich, Amber D; Kowalski, Kent C; Sabiston, Catherine M; Sedgwick, Whitney A; Tracy, Jessica L

    2011-02-01

    Self-compassion has demonstrated many psychological benefits (Neff, 2009). In an effort to explore self-compassion as a potential resource for young women athletes, we explored relations among self-compassion, proneness to self-conscious emotions (i.e., shame, guilt-free shame, guilt, shame-free guilt, authentic pride, and hubristic pride), and potentially unhealthy self-evaluative thoughts and behaviors (i.e., social physique anxiety, obligatory exercise, objectified body consciousness, fear of failure, and fear of negative evaluation). Young women athletes (N = 151; Mage = 15.1 years) participated in this study. Self-compassion was negatively related to shame proneness, guilt-free shame proneness, social physique anxiety, objectified body consciousness, fear of failure, and fear of negative evaluation. In support of theoretical propositions, self-compassion explained variance beyond self-esteem on shame proneness, guilt-free shame proneness, shame-free guilt proneness, objectified body consciousness, fear of failure, and fear of negative evaluation. Results suggest that, in addition to self-esteem promotion, self-compassion development may be beneficial in cultivating positive sport experiences for young women.

  20. 38 CFR 18.406 - Remedial action, voluntary action and self-evaluation.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ..., voluntary action and self-evaluation. 18.406 Section 18.406 Pensions, Bonuses, and Veterans' Relief... Basis of Handicap General Provisions § 18.406 Remedial action, voluntary action and self-evaluation. (a...-evaluation. (1) A recipient shall, within one year of the effective date of this part: (i) Evaluate with the...

  1. Core Self-Evaluations and Individual Strategies of Coping with Unemployment among Displaced Spanish Workers.

    PubMed

    Virkes, Tihana; Maslić Seršić, Darja; Lopez-Zafra, Esther

    2017-10-30

    Unemployment has negative but also positive effects on mental health and general well-being depending on which coping strategies the individual use. Our aim was to determine the contribution of core self-evaluations in explaining the coping strategies of job search and job devaluation, as well as to test the potential moderation effect of job search and mediation effect of job devaluation on the relationship between self core-evaluations and both positive and negative experience of unemployment. One hundred seventy-eight individuals who lost their jobs involuntarily for a longer period than one month completed a questionnaire while attending to employment office. Results show that there is a significant relation between core-self evaluations and job devaluation (.37**). Furthermore, core-self evaluations were positively related to positive experience of unemployment (r = .31; p < .01) and negatively related to negative experience of unemployment (r = .60; p < .01). Moreover, self-core evaluations predicted both coping with unemployment strategies (job devaluation; β = .26; p < .01 and job search β = .19; p < .05). However, job search did not moderate the relationship between core self-evaluations and experience of unemployment. But, individuals with a longer duration of the current period of unemployment and higher core self-evaluations had a more positive experience of unemployment, and job devaluation partially mediated this relation (SE = .002; p = .038). These results imply that programs interventions should include the improvement of core self-evaluations and the positive experience of unemployed people.

  2. 16 CFR 6.110 - Self-evaluation.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 16 Commercial Practices 1 2012-01-01 2012-01-01 false Self-evaluation. 6.110 Section 6.110 Commercial Practices FEDERAL TRADE COMMISSION ORGANIZATION, PROCEDURES AND RULES OF PRACTICE ENFORCEMENT OF....110 Self-evaluation. (a) The Commission shall, by February 1, 1989, evaluate its current policies and...

  3. 49 CFR 807.110 - Self-evaluation.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 49 Transportation 7 2013-10-01 2013-10-01 false Self-evaluation. 807.110 Section 807.110... TRANSPORTATION SAFETY BOARD § 807.110 Self-evaluation. (a) The agency shall, by April 9, 1987, evaluate its... interested persons, including handicapped persons or organizations representing handicapped persons, to...

  4. 22 CFR 219.110 - Self-evaluation.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 22 Foreign Relations 1 2014-04-01 2014-04-01 false Self-evaluation. 219.110 Section 219.110... INTERNATIONAL DEVELOPMENT § 219.110 Self-evaluation. (a) The agency shall, by April 9, 1987, evaluate its... interested persons, including handicapped persons or organizations representing handicapped persons, to...

  5. 16 CFR 6.110 - Self-evaluation.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 16 Commercial Practices 1 2013-01-01 2013-01-01 false Self-evaluation. 6.110 Section 6.110 Commercial Practices FEDERAL TRADE COMMISSION ORGANIZATION, PROCEDURES AND RULES OF PRACTICE ENFORCEMENT OF....110 Self-evaluation. (a) The Commission shall, by February 1, 1989, evaluate its current policies and...

  6. 16 CFR 6.110 - Self-evaluation.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 16 Commercial Practices 1 2014-01-01 2014-01-01 false Self-evaluation. 6.110 Section 6.110 Commercial Practices FEDERAL TRADE COMMISSION ORGANIZATION, PROCEDURES AND RULES OF PRACTICE ENFORCEMENT OF....110 Self-evaluation. (a) The Commission shall, by February 1, 1989, evaluate its current policies and...

  7. Self-rated health appraisal as cultural and identity process: African American elders' health and evaluative rationales.

    PubMed

    McMullen, Carmit K; Luborsky, Mark R

    2006-08-01

    We explored self-rated health by using a meaning-centered theoretical foundation. Self-appraisals, such as self-rated health, reflect a cultural process of identity formation, whereby identities are multiple, simultaneously individual and collective, and produced by specific historical formations. Anthropological research in Philadelphia determined (a) how African American elders appraise their health, and (b) how health evaluations reflect cultural and historical experiences within a community. We interviewed and observed 35 adults aged 65 to 80, stratified by gender and self-rated health. We validated theme analysis of focused interview questions against the larger data set of field notes and transcripts. Health appraisal reflected a complex process of adaptation and identity. Criteria for health included: independent functioning, physical condition, control and responsibility for health, and overall feeling. Evaluative rationales that shaped health appraisals were comparisons, restricted possibilities for self-evaluation, and ways of handling adversity. Evaluative rationales mitigated undesirable health identities (including low self-reported health) and provided mechanisms for claiming desired health identities despite adversity. Describing the criteria and evaluative rationales underlying self-appraisals of health extends current understandings of self-rated health and illustrates the sociohistorical context of individual assessments of well-being.

  8. Attachment and self-evaluation in Chinese adolescents: age and gender differences.

    PubMed

    Song, Hairong; Thompson, Ross A; Ferrer, Emilio

    2009-10-01

    This study investigated age and gender differences in the quality of attachment to mothers, fathers, and peers, and the association of attachment with measures of self-evaluation in 584 Chinese adolescents in junior high, high school, and university. Their responses to the Inventory of Parent and Peer Attachment indexed attachment quality, and self-evaluation was measured by the Rosenberg Self-Esteem Scale and the Self-Liking and Self-Competence Scale. Consistent with findings with Western samples, our analyses revealed (a) lower parent-child relationship quality in middle (compared to early) adolescence, (b) a significant association of parental and peer attachment with self-evaluation, and (c) gender differences in attachment to peers, with females reporting stronger attachment than males. Chinese females reported stronger maternal attachment than did males, and for females the quality of maternal attachment was more strongly related to self-evaluation than any other attachment relationship. During high school, peer attachment quality - rather than parental - was preeminently associated with self-evaluation. The findings of this study indicate that in a context of considerable consistency of findings with Western studies, parent-child attachment in Chinese adolescents is also influenced by culture-specific practices that influence parent-youth relationships and their meaning to the child.

  9. Technical Analysis of Teacher Responses to the Self-Evaluation Scale-Teacher (SES-T) Version

    ERIC Educational Resources Information Center

    Erford, Bradley T.; Lowe, Samantha; Chang, Catherine Y.

    2011-01-01

    The Self-Evaluation Scale--Teacher version, used to assess teacher perceived self-esteem of students, was analyzed. A unidimensional model emerged from exploratory factor analysis, with cautious acceptance of data fit. Reliability and external aspects of validity were supported by the Self-Evaluation Scale--Teacher data.

  10. 15 CFR 8c.10 - Self-evaluation.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... handicaps or organizations representing individuals with handicaps, to participate in the self-evaluation... 15 Commerce and Foreign Trade 1 2014-01-01 2014-01-01 false Self-evaluation. 8c.10 Section 8c.10... BASIS OF HANDICAP IN PROGRAMS OR ACTIVITIES CONDUCTED BY THE DEPARTMENT OF COMMERCE § 8c.10 Self...

  11. A comparison of students' self-assessments with faculty evaluations of their communication skills.

    PubMed

    Lundquist, Lisa M; Shogbon, Angela O; Momary, Kathryn M; Rogers, Hannah K

    2013-05-13

    To compare students' self-assessment of their communication skills with faculty members' formal evaluation of their skills in a therapeutics course. Over a 3-year period, faculty members evaluated second-year pharmacy students' communication skills as part of a requirement in a therapeutics course. Immediately following an individual oral assessment and again following a group oral assessment, students self-assessed their communication skills using the same rubric the faculty members had used. Students' self-assessments were then compared with faculty members' evaluation of students' communication skills. Four hundred one (97.3%) students consented to participate in this study. Faculty evaluation scores of students for both the individual and group oral assessments were significantly higher than students' self-assessment scores. Students' self-assessment scores of their communication skills increased from the individual to the group oral assessment. Students' self-assessments of communication skills were consistently lower than faculty members' evaluations. Greater use of oral assessments throughout the pharmacy curriculum may help to improve students' confidence in and self-assessment of their communication skills.

  12. A Self-Instructional Course in Student Financial Aid Administration. Module 17--Evaluation of Student Aid Management: Self-Evaluation, Audit, and Program Review. Second Edition.

    ERIC Educational Resources Information Center

    Washington Consulting Group, Inc., Washington, DC.

    The 17th module in the 17-module self-instructional course on student financial aid administration discusses the evaluation of student aid management in terms of self-evaluation, audit, and program review. The full course offers a systematic introduction to the management of federal financial aid programs authorized by Title IV of the Higher…

  13. How can core self-evaluations influence job burnout? The key roles of organizational commitment and job satisfaction.

    PubMed

    Peng, Jiaxi; Li, Dongdong; Zhang, Zhenjiang; Tian, Yu; Miao, Danmin; Xiao, Wei; Zhang, Jiaxi

    2016-01-01

    This study aimed to explore how core self-evaluations influenced job burnout and mainly focused on the confirmation of the mediator roles of organizational commitment and job satisfaction. A total of 583 female nurses accomplished the Core Self-Evaluation Scale, Organizational Commitment Scale, Minnesota Satisfaction Questionnaire, and Maslach Burnout Inventory-General Survey. The results revealed that core self-evaluations, organizational commitment, job satisfaction, and job burnout were significantly correlated with each other. Structural equation modeling indicated that core self-evaluations can significantly influence job burnout and are completely mediated by organizational commitment and job satisfaction. © The Author(s) 2014.

  14. 45 CFR 1151.42 - Self evaluation.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 45 Public Welfare 3 2010-10-01 2010-10-01 false Self evaluation. 1151.42 Section 1151.42 Public... Self evaluation. (a) A recipient shall within six months of the effective date of this part: (1) Evaluate, with the assistance of interested persons, including handicapped persons or organizations...

  15. 45 CFR 1151.42 - Self evaluation.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 45 Public Welfare 3 2011-10-01 2011-10-01 false Self evaluation. 1151.42 Section 1151.42 Public... Self evaluation. (a) A recipient shall within six months of the effective date of this part: (1) Evaluate, with the assistance of interested persons, including handicapped persons or organizations...

  16. 45 CFR 1151.42 - Self evaluation.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 45 Public Welfare 3 2012-10-01 2012-10-01 false Self evaluation. 1151.42 Section 1151.42 Public... Self evaluation. (a) A recipient shall within six months of the effective date of this part: (1) Evaluate, with the assistance of interested persons, including handicapped persons or organizations...

  17. 45 CFR 1151.42 - Self evaluation.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 45 Public Welfare 3 2013-10-01 2013-10-01 false Self evaluation. 1151.42 Section 1151.42 Public... Self evaluation. (a) A recipient shall within six months of the effective date of this part: (1) Evaluate, with the assistance of interested persons, including handicapped persons or organizations...

  18. 45 CFR 1151.42 - Self evaluation.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 45 Public Welfare 3 2014-10-01 2014-10-01 false Self evaluation. 1151.42 Section 1151.42 Public... Self evaluation. (a) A recipient shall within six months of the effective date of this part: (1) Evaluate, with the assistance of interested persons, including handicapped persons or organizations...

  19. Self-evaluated and Close Relative-Evaluated Epworth Sleepiness Scale vs. Multiple Sleep Latency Test in Patients with Obstructive Sleep Apnea

    PubMed Central

    Li, Yun; Zhang, Jihui; Lei, Fei; Liu, Hong; Li, Zhe; Tang, Xiangdong

    2014-01-01

    Objectives: The aims of this study were to determine (1) the agreement in Epworth Sleepiness Scale (ESS) evaluated by patients and their close relatives (CRs), and (2) the correlation of objective sleepiness as measured by multiple sleep latency test (MSLT) with self-evaluated and close relative-evaluated ESS. Methods: A total of 85 consecutive patients with obstructive sleep apnea (OSA) (70 males, age 46.7 ± 12.9 years old) with an apnea-hypopnea index (AHI) > 5 events per hour (mean 38.9 ± 26.8/h) were recruited into this study. All participants underwent an overnight polysomnographic assessment (PSG), MSLT, and ESS rated by both patients and their CRs. Mean sleep latency < 8 min on MSLT was considered objective daytime sleepiness. Results: Self-evaluated global ESS score (ESSG) was closely correlated with evaluation by CRs (r = 0.79, p < 0.001); the mean ESSG score evaluated by patients did not significantly differ from that evaluated by CRs (p > 0.05). However, Bland- Altman plot showed individual differences between self-evaluated and CR-evaluated ESS scores, with a 95%CI of -9.3 to 7.0. The mean sleep latency on MSLT was significantly associated with CR-evaluated ESSG (r = -0.23, p < 0.05); significance of association with self-evaluated ESSG was marginal (r = -0.21, p = 0.05). Conclusions: CR-evaluated ESS has a good correlation but also significant individual disagreement with self-evaluated ESS in Chinese patients with OSA. CR-evaluated ESS performs as well as, if not better than, self-evaluated ESS in this population when referring to MSLT. Citation: Li Y; Zhang J; Lei F; Liu H; Li Z; Tang X. Self-evaluated and close relative-evaluated Epworth Sleepiness Scale vs. multiple sleep latency test in patients with obstructive sleep apnea. J Clin Sleep Med 2014;10(2):171-176. PMID:24533000

  20. Perceived autonomy support, motivation regulations and the self-evaluative tendencies of student dancers.

    PubMed

    Quested, Eleanor; Duda, Joan L

    2011-03-01

    Limited research has considered the social-environmental and motivational processes predictive of self evaluations and body-related concerns. Evidence suggests that low self-esteem, poor body evaluations, and associated anxieties are particularly prevalent among the student dance population. Grounded in self-determination theory (SDT), this study examined the relationships among perceptions of autonomy support, motivation regulations, and self-evaluations of body-related concerns in the context of vocational dance. Three hundred and ninety-two dancers completed questionnaires regarding their perceptions of autonomy support in their dance school, reasons for engaging in dance, self-esteem, social physique anxiety (SPA), and body dissatisfaction. Structural equation modeling analyses revealed that perceived autonomy support predicted intrinsic motivation (+) and amotivation (-). Extrinsic regulation positively predicted SPA. Amotivation mediated the associations between perceptions of autonomy support and dancers' self-esteem, SPA, and body dissatisfaction. The utility of SDT in understanding predictors of self-worth, physical evaluations, and associated concerns was supported. Moreover, this study provides preliminary evidence supporting the applicability of SDT in dance contexts.

  1. 38 CFR 15.110 - Self-evaluation.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 1 2010-07-01 2010-07-01 false Self-evaluation. 15.110... § 15.110 Self-evaluation. (a) The agency shall, by September 6, 1989, evaluate its current policies and... make the necessary modifications. (b) The agency shall provide an opportunity to interested persons...

  2. 36 CFR 406.110 - Self-evaluation.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 36 Parks, Forests, and Public Property 3 2010-07-01 2010-07-01 false Self-evaluation. 406.110... COMMISSION § 406.110 Self-evaluation. (a) The agency shall, by April 9, 1987, evaluate its current policies... to make the necessary modifications. (b) The agency shall provide an opportunity to interested...

  3. Influences on self-evaluation during a clinical skills programme for nurses.

    PubMed

    Yeo, J; Steven, A; Pearson, P; Price, C

    2010-05-01

    Education has moved from teacher to student-centred practices. Increasing emphasis is placed on 'life-long' learning in the context of a rapidly changing knowledge base. Self-evaluation is seen as one strategy to facilitate student-centred continuous professional development. The literature, however, suggests that learners' ability to self-assess is mixed, and little is known regarding how students perform self-assessment. This study focussed on senior nurses undertaking a scenario-based clinical skills course. Learners were asked to self-evaluate several times during the course. This research explored the influences on using the self-evaluation exercise. The study drew upon grounded theory methodology and was influenced by constructionist and postmodernist theories. Three methods of data collection were used: semi-structured interviews, observation of supervision sessions and recording of the numerical self-evaluation ratings. Multiple interviews with students (n = 14) and the educational supervisor (n = 1) were conducted. Thematic analysis and data collection were conducted iteratively. The study found that feeling confident and stating that confidence were not necessarily the same. Feeling confident was complex, influenced by changing perceptions of clinical skills and credibility. Changing frames of reference were used to judge feelings of confidence. Stating confidence appeared to be socially negotiated, influenced by social acceptability considerations such as modesty and the need to show progress over time. The discourses of empowerment and surveillance were influential and self-evaluation is discussed using Foucault's theory of governmentality, illustrating how learners can be both empowered and controlled through self-evaluation. Further consideration of the socially constructed nature of self-evaluations would benefit both educational practice and future research.

  4. An Evaluation of Therapeutic Horseback Riding Programs for Adults with Physical Impairments.

    ERIC Educational Resources Information Center

    Farias-Tomaszewski, Sarah; Jenkins, Sharon Rae; Keller, Jean

    2001-01-01

    Assessed the outcome of a therapeutic horseback riding program for adults with physical disabilities. A one-group, pre- test/post-test design was used to evaluate changes on level of physical and global self-efficacy. Behavioral indices of self-confidence were also evaluated. Physical self-efficacy and behavioral self-confidence increased from…

  5. Computer Usage and the Validity of Self-Assessed Computer Competence among First-Year Business Students

    ERIC Educational Resources Information Center

    Ballantine, Joan A.; McCourt Larres, Patricia; Oyelere, Peter

    2007-01-01

    This study evaluates the reliability of self-assessment as a measure of computer competence. This evaluation is carried out in response to recent research which has employed self-reported ratings as the sole indicator of students' computer competence. To evaluate the reliability of self-assessed computer competence, the scores achieved by students…

  6. The Self-Evaluation Scale-Self-Report (SES-S) Version: Studies of Reliability and Validity

    ERIC Educational Resources Information Center

    Erford, Bradley T.; Bardhoshi, Gerta; Duncan, Kelly; Voucas, Stephanie; Dewlin, Emily

    2017-01-01

    The Self-Evaluation Scale-Self-Report version was designed to assess self-concept in students aged 10 to 17 years. Coefficient a was 0.94, and test-retest was 0.87. A unidimensional construct emerged with strong convergent validity with scores on the Piers-Harris 2 (r = 0.77) and Self-Efficacy Self-Report Scale (r = 0.70).

  7. The effects of non-evaluative feedback on drivers' self-evaluation and performance.

    PubMed

    Dogan, Ebru; Steg, Linda; Delhomme, Patricia; Rothengatter, Talib

    2012-03-01

    Drivers' tend to overestimate their competences, which may result in risk taking behavior. Providing drivers with feedback has been suggested as one of the solutions to overcome drivers' inaccurate self-evaluations. In practice, many tests and driving simulators provide drivers with non-evaluative feedback, which conveys information on the level of performance but not on what caused the performance. Is this type of feedback indeed effective in reducing self-enhancement biases? The current study aimed to investigate the effect of non-evaluative performance feedback on drivers' self-evaluations using a computerized hazard perception test. A between-subjects design was used with one group receiving feedback on performance in the hazard perception test while the other group not receiving any feedback. The results indicated that drivers had a robust self-enhancement bias in their self-evaluations regardless of the presence of performance feedback and that they systematically estimated their performance to be higher than they actually achieved in the test. Furthermore, they devalued the credibility of the test instead of adjusting their self-evaluations in order to cope with the negative feelings following the failure feedback. We discuss the theoretical and practical implications of these counterproductive effects of non-evaluative feedback. Copyright © 2011 Elsevier Ltd. All rights reserved.

  8. Self-esteem and in-group bias among members of a religious social category.

    PubMed

    Hunter, J A

    2001-06-01

    In a sample of New Zealand university students, the author extended earlier research into the relationship between self-esteem and intergroup discrimination. He found no support for the hypothesis that social-category members (i.e., Christians) experience an elevation in the domain of self-esteem (i.e., religious self-esteem) judged as more relevant to the in-group after evaluations favoring the in-group. Regardless of whether the evaluation targets behaved positively or negatively, the respondents in the experimental condition evaluated in-group (Christian) targets more highly than out-group (Atheist) targets. After evaluations favoring the in-group, the respondents did not experience an elevation of religious self-esteem, global self-esteem, or mathematical self-esteem (judged as less relevant to the in-group).

  9. 49 CFR 28.110 - Self-evaluation.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... HANDICAP IN PROGRAMS OR ACTIVITIES CONDUCTED BY THE DEPARTMENT OF TRANSPORTATION § 28.110 Self-evaluation... persons, including individuals with handicaps, agency employees with handicaps, and organizations representing individuals with handicaps, to participate in the self-evaluation process by submitting comments...

  10. [Relationship between self-evaluation of their emotions and subjective adaptation to school among junior high school students].

    PubMed

    Shimoda, Yoshiyuki; Ishizu, Kenichiro; Kashimura, Masami

    2014-02-01

    The effect of self-evaluation of emotions on subjective adaption to school was investigated among junior high school students (n = 217: 112 boys, 105 girls) who participated in a questionnaire survey. Hierarchical multiple regression analysis indicated that for boys "Infringement and maladjustment" differed based on their self-evaluation of anger and anxiety. For girls, on the other hand, the self-evaluation of anger alleviated psychological stress, worsened the "Relationship with the teacher" and the "Relationship with the class", whereas self-evaluation of anxiety played a role in increasing psychological stress and deteriorating the "Relationship with the class." Furthermore, negatively evaluating either anger or anxiety heightened the "Motivation for learning" in girls. These results suggest that the evaluation of emotions is different in boys and girls and for different emotions.

  11. A Comparison of Autonomous Regulation and Negative Self-Evaluative Emotions as Predictors of Smoking Behavior Change among College Students

    PubMed Central

    Lee, Hyoung S.; Catley, Delwyn; Harris, Kari Jo

    2011-01-01

    This study compared autonomous self-regulation and negative self-evaluative emotions as predictors of smoking behavior change in college student smokers (N=303) in a smoking cessation intervention study. Although the two constructs were moderately correlated, latent growth curve modeling revealed that only autonomous regulation, but not negative self-evaluative emotions, was negatively related to the number of days smoked. Results suggest that the two variables tap different aspects of motivation to change smoking behaviors, and that autonomous regulation predicts smoking behavior change better than negative self-evaluative emotions. PMID:21911436

  12. A comparison of autonomous regulation and negative self-evaluative emotions as predictors of smoking behavior change among college students.

    PubMed

    Lee, Hyoung S; Catley, Delwyn; Harris, Kari Jo

    2012-05-01

    This study compared autonomous self-regulation and negative self-evaluative emotions as predictors of smoking behavior change in college student smokers (N = 303) in a smoking cessation intervention study. Although the two constructs were moderately correlated, latent growth curve modeling revealed that only autonomous regulation, but not negative self-evaluative emotions, was negatively related to the number of days smoked. Results suggest that the two variables tap different aspects of motivation to change smoking behaviors, and that autonomous regulation predicts smoking behavior change better than negative self-evaluative emotions.

  13. Self-Consciousness, Evaluation of Physical Characteristics, and Physical Attractiveness.

    ERIC Educational Resources Information Center

    Turner, Robert G.; Gilliland, LuNell

    1981-01-01

    Investigated the relationship between public self-consciousness and speed of processing information about self. Results indicated that high public self-conciousness subjects required less time to report evaluations of their physical features. In a second study high public self-conciousness was shown to be positively related to judged physical…

  14. The Relationship Between Child and Teacher Evaluations of Self Esteem and Adjustment in Fourth and Sixth Grade Children.

    ERIC Educational Resources Information Center

    Dorr, Darwin; And Others

    The purposes of this study were to investigate at two elementary grade levels, the fourth and the sixth: the relationship between children's self-evaluations of self esteem and adjustment; the relationship between teachers' evaluations of children's self esteem and adjustment; and the relationship between teacher and child judgments of adjustment,…

  15. 17 CFR 200.610 - Self-evaluation.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... handicaps or organizations representing individuals with handicaps, to participate in the self-evaluation... 17 Commodity and Securities Exchanges 2 2010-04-01 2010-04-01 false Self-evaluation. 200.610 Section 200.610 Commodity and Securities Exchanges SECURITIES AND EXCHANGE COMMISSION ORGANIZATION...

  16. I like myself but I don't know why: enhancing implicit self-esteem by subliminal evaluative conditioning.

    PubMed

    Dijksterhuis, Ap

    2004-02-01

    On the basis of a conceptualization of implicit self-esteem as the implicit attitude toward the self, it was predicted that implicit self-esteem could be enhanced by subliminal evaluative conditioning. In 5 experiments, participants were repeatedly presented with trials in which the word I was paired with positive trait terms. Relative to control conditions, this procedure enhanced implicit self-esteem. The effects generalized across 3 measures of implicit self-esteem (Experiments 1-3). Furthermore, evaluative conditioning enhanced implicit self-esteem among people with low-temporal implicit self-esteem and among people with high-temporal implicit self-esteem (Experiment 4). In addition, it was shown that conditioning enhanced self-esteem to such an extent that it made participants insensitive to negative intelligence feedback (Experiments 5a and 5b). Various implications are discussed.

  17. Differential dorsal and ventral medial prefrontal representations of the implicit self modulated by individualism and collectivism: An fMRI study.

    PubMed

    Harada, Tokiko; Li, Zhang; Chiao, Joan Y

    2010-01-01

    Individualism and collectivism, or self-construal style, refer to cultural values that influence how people think about themselves and their relation to the social and physical environment. Recent neuroimaging evidence suggests that cultural values of individualism and collectivism dynamically modulate neural response within cortical midline structures, such as the medial prefrontal cortex (MPFC) and posterior cingulate cortex (PCC), during explicit self-evaluation. However, it remains unknown whether cultural priming modulates neural response during self-evaluation due to explicit task demands. Here we investigated how cultural priming of self-construal style affects neural activity within cortical midline structures during implicit self-evaluation in bicultural individuals. Results indicate that ventral MPFC showed relatively less deactivation during implicit evaluation of both self- and father-relevant information as compared to control condition (e.g., information of an unfamiliar person), irrespective of cultural priming. By contrast, dorsal MPFC showed relatively less deactivation during implicit evaluation of father-relevant information, but not self-relevant information, as compared to control condition, only when they were primed with individualism. Furthermore, dorsal MPFC showed relatively less deactivation during implicit evaluation of father-relevant information as compared to self-relevant condition only when they were primed with individualism. Hence, our results indicate that cultural priming modulates neural response within dorsal, but not ventral, portions of MPFC in a stimulus-driven rather than task-driven manner. More broadly, these findings suggest that cultural values dynamically shape neural representations during the evaluation, rather than the detection, of self-relevant information.

  18. Evaluation of Self-Perceptions of Creativity: Is It a Useful Criterion?

    ERIC Educational Resources Information Center

    Reiter-Palmon, Roni; Robinson-Morral, Erika J.; Kaufman, James C.; Santo, Jonathan B.

    2012-01-01

    Self-evaluations or self-perceptions of creativity have been used in the past both as predictors of creative performance and as criteria. Four measures utilizing self-perceptions of creativity were assessed for their usefulness as criterion measures of creativity. Analyses provided evidence of domain specificity of self-perceptions. The scales…

  19. 44 CFR 16.110 - Self-evaluation.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 44 Emergency Management and Assistance 1 2010-10-01 2010-10-01 false Self-evaluation. 16.110 Section 16.110 Emergency Management and Assistance FEDERAL EMERGENCY MANAGEMENT AGENCY, DEPARTMENT OF... ACTIVITIES CONDUCTED BY THE FEDERAL EMERGENCY MANAGEMENT AGENCY § 16.110 Self-evaluation. (a) The agency...

  20. 36 CFR 909.110 - Self-evaluation.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 36 Parks, Forests, and Public Property 3 2010-07-01 2010-07-01 false Self-evaluation. 909.110... PENNSYLVANIA AVENUE DEVELOPMENT CORPORATION § 909.110 Self-evaluation. (a) The agency shall, by August 24, 1987... interested persons, including handicapped persons or organizations representing handicapped persons, to...

  1. 36 CFR 1208.110 - Self-evaluation.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 36 Parks, Forests, and Public Property 3 2010-07-01 2010-07-01 false Self-evaluation. 1208.110... THE NATIONAL ARCHIVES AND RECORDS ADMINISTRATION § 1208.110 Self-evaluation. (a) The agency shall, by... provide an opportunity to interested persons, including individuals with handicaps or organizations...

  2. 36 CFR 812.110 - Self-evaluation.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 36 Parks, Forests, and Public Property 3 2010-07-01 2010-07-01 false Self-evaluation. 812.110... COUNCIL ON HISTORIC PRESERVATION § 812.110 Self-evaluation. (a) The agency shall, by August 24, 1987... interested persons, including handicapped persons or organizations representing handicapped persons, to...

  3. 49 CFR 28.110 - Self-evaluation.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 49 Transportation 1 2010-10-01 2010-10-01 false Self-evaluation. 28.110 Section 28.110 Transportation Office of the Secretary of Transportation ENFORCEMENT OF NONDISCRIMINATION ON THE BASIS OF HANDICAP IN PROGRAMS OR ACTIVITIES CONDUCTED BY THE DEPARTMENT OF TRANSPORTATION § 28.110 Self-evaluation...

  4. Me, myself and I: temporal dysfunctions during self-evaluation in patients with schizophrenia.

    PubMed

    Pauly, Katharina D; Kircher, Tilo T J; Schneider, Frank; Habel, Ute

    2014-11-01

    Self-concept is deeply affected in schizophrenia. Positive symptoms in particular are related to disturbed self/other distinctions. The neural networks underlying self-evaluation in schizophrenia have barely been investigated. The study reported here involved 13 patients with schizophrenia and 13 matched controls. During functional MRI, participants decided in three conditions whether the presented positive and negative personality traits characterized themselves, an intimate person, or included a certain letter. Based on the responses, each experimental condition was designed using a flexible factorial model. Controls and patients showed a similar behavioral pattern during self-evaluation, with group comparison revealing decreased activation in patients in the left inferior temporal gyrus and both temporal poles during self-ascription of traits, and in the anterior medial prefrontal cortex during evaluation of an intimate person. In patients, positive symptoms correlated positively with brain activation in the left parahippocampus during trait self-ascription. Hence, while evaluating themselves, schizophrenia patients revealed decreased activation in areas related to self-awareness overlapping with networks involved in theory of mind, empathy and social knowledge. Moreover, patients' brain activation during self-reflection was affected by the current positive symptomatology. The close interaction between self and other highlights the clinical and social relevance of self-processing deficits in schizophrenia. © The Author (2013). Published by Oxford University Press. For Permissions, please email: journals.permissions@oup.com.

  5. Does it pay to be smart, attractive, or confident (or all three)? Relationships among general mental ability, physical attractiveness, core self-evaluations, and income.

    PubMed

    Judge, Timothy A; Hurst, Charlice; Simon, Lauren S

    2009-05-01

    The authors investigated core self-evaluations and educational attainment as mediating mechanisms for the influence of appearance (physical attractiveness) and intelligence (general mental ability) on income and financial strain. The direct effects of core self-evaluations on financial strain, as well as the indirect effects through income, were also considered. Longitudinal data were obtained as part of a national study, the Harvard Study of Health and Life Quality, and proposed models were evaluated with structural equation modeling. Results supported a partially mediated model, such that general mental ability and physical attractiveness exhibited both direct and indirect effects on income, as mediated by educational attainment and core self-evaluations. Finally, income negatively predicted financial strain, whereas core self-evaluations had both a direct and an indirect (through income) negative effect on financial strain. Overall, the results suggest that looks (physical attractiveness), brains (intelligence), and personality (core self-evaluations) are all important to income and financial strain. (c) 2009 APA, all rights reserved.

  6. Impact of Digital Tooth Preparation Evaluation Technology on Preclinical Dental Students' Technical and Self-Evaluation Skills.

    PubMed

    Gratton, David G; Kwon, So Ran; Blanchette, Derek; Aquilino, Steven A

    2016-01-01

    The aim of this study was to evaluate the effect of digital tooth preparation imaging and evaluation technology on dental students' technical abilities, self-evaluation skills, and the assessment of their simulated clinical work. A total of 80 second-year students at one U.S. dental school were assigned to one of three groups: control (n=40), E4D Compare (n=20), and Sirona prepCheck (n=20). Students in the control group were taught by traditional teaching methodologies, and the technology-assisted groups received both traditional training and supplementary feedback from the corresponding digital system. Three outcomes were measured: faculty technical score, self-evaluation score, and E4D Compare scores at 0.30 mm tolerance. Correlations were determined between the groups' scores from visual assessment and self-evaluation and between the visual assessment and digital scores. The results showed that the visual assessment and self-evaluation scores did not differ among groups (p>0.05). Overall, correlations between visual and digital assessment scores were modest though statistically significant (5% level of significance). These results suggest that the use of digital tooth preparation evaluation technology did not impact the students' prosthodontic technical and self-evaluation skills. Visual scores given by faculty and digital assessment scores correlated moderately in only two instances.

  7. Anticipating evaluative social interactions involving persons with disabilities.

    PubMed

    Santuzzi, Alecia M

    2011-08-01

    Similar to other types of social interactions, the expected outcomes of interactions between persons with and without disabilities likely are influenced by global self-esteem such that individuals with high self-esteem should fare better than those with low self-esteem. The present set of laboratory studies examined whether simple and complex evaluative situations affect the role of self-esteem when anticipating interactions with individuals who have a physical disability. In Study 1, participants completed a measure of global self-esteem and then were randomly assigned to expect either a brief (5 minutes) or extended (45 minutes) interaction with a confederate in a wheelchair. Participants then completed measures of state affect and meta-evaluations (expected evaluations from the partner). Study 2 replicated the design of Study 1 and additionally randomly assigned participants to be outcome-dependent on the partner or not. Study 1 found that individuals reported affective experiences and expected meta-evaluations that were consistent with global self-esteem when expecting a brief interaction but not an extended interaction with the partner. Study 2 replicated and extended the results from Study 1, demonstrating that self-esteem resumed a priority when participants expected an extended interaction that also placed the participant in an outcome-dependent role. Taken together, the results seem to support a dilution of the role of self-esteem in simple evaluative situations but not in situations that are nonevaluative or situations with combined evaluative factors.

  8. Delighted when approved by others, to pieces when rejected: children's social anxiety magnifies the linkage between self- and other-evaluations.

    PubMed

    Reijntjes, Albert; Thomaes, Sander; Boelen, Paul; van der Schoot, Menno; de Castro, Bram Orobio; Telch, Michael J

    2011-07-01

    Socially anxious children tend to attach great importance to others' evaluations of them. However, the extent to which they base their momentary feelings of self-worth (i.e., state self-esteem) on social (dis)approval is unclear. It is also unclear whether this exceedingly approval-based self-esteem is a common correlate of social anxiety and depression, or specifically linked to one or the other. Changes in children's state self-esteem were obtained in response to a manipulated peer evaluation outcome. Participants (N = 188) aged 10 to 13 took part in a rigged online computer contest and were randomized to receive positive or negative peer feedback. Self-reported state self-esteem was assessed via computer at baseline and immediately post-feedback. The predictive effects of self-reported social anxiety and depression symptoms on changes in state self-esteem were investigated. Hierarchical multiple regression analyses showed that children with higher social anxiety, as indexed by the fear of negative evaluation component, experienced significantly stronger increases in state self-esteem following peer approval (β = .26, p < .05), and significantly stronger decreases in state self-esteem following peer disapproval (β = -.23, p < .05). In both conditions depressive symptoms did not predict changes in state self-esteem (ps > .20). Socially anxious children's state self-esteem is strongly contingent on social approval. Because basing one's self-esteem on external validation has multiple negative consequences, these findings highlight the importance of teaching these children skills (e.g., making cognitive reappraisals) to weaken the linkage between other- and self-evaluations. © 2010 The Authors. Journal of Child Psychology and Psychiatry © 2010 Association for Child and Adolescent Mental Health.

  9. Self-Evaluations of Native and Euro-Canadian Students.

    ERIC Educational Resources Information Center

    Bienvenue, Rita M.

    1978-01-01

    Compared to their Euro-Canadian counterparts, Canada Native students express less favorable self-evaluations in terms of four success and achievement characteristics, but similar self-evaluations in terms of five traits emerging from interpersonal relationships. Available from Canadian Ethnic Studies, The University of Calgary, 2940-24 Avenue…

  10. 50 CFR 550.110 - Self-evaluation.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 50 Wildlife and Fisheries 7 2010-10-01 2010-10-01 false Self-evaluation. 550.110 Section 550.110 Wildlife and Fisheries MARINE MAMMAL COMMISSION ENFORCEMENT OF NONDISCRIMINATION ON THE BASIS OF HANDICAP IN PROGRAMS OR ACTIVITIES CONDUCTED BY MARINE MAMMAL COMMISSION § 550.110 Self-evaluation. (a) The...

  11. 32 CFR 1699.110 - Self-evaluation.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 32 National Defense 6 2010-07-01 2010-07-01 false Self-evaluation. 1699.110 Section 1699.110 National Defense Other Regulations Relating to National Defense SELECTIVE SERVICE SYSTEM ENFORCEMENT OF....110 Self-evaluation. (a) The agency shall, within one year of the effective date of this part...

  12. 32 CFR 1699.110 - Self-evaluation.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 32 National Defense 6 2012-07-01 2012-07-01 false Self-evaluation. 1699.110 Section 1699.110 National Defense Other Regulations Relating to National Defense SELECTIVE SERVICE SYSTEM ENFORCEMENT OF....110 Self-evaluation. (a) The agency shall, within one year of the effective date of this part...

  13. 32 CFR 1699.110 - Self-evaluation.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 32 National Defense 6 2013-07-01 2013-07-01 false Self-evaluation. 1699.110 Section 1699.110 National Defense Other Regulations Relating to National Defense SELECTIVE SERVICE SYSTEM ENFORCEMENT OF....110 Self-evaluation. (a) The agency shall, within one year of the effective date of this part...

  14. 32 CFR 1699.110 - Self-evaluation.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 32 National Defense 6 2014-07-01 2014-07-01 false Self-evaluation. 1699.110 Section 1699.110 National Defense Other Regulations Relating to National Defense SELECTIVE SERVICE SYSTEM ENFORCEMENT OF....110 Self-evaluation. (a) The agency shall, within one year of the effective date of this part...

  15. 32 CFR 1699.110 - Self-evaluation.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 32 National Defense 6 2011-07-01 2011-07-01 false Self-evaluation. 1699.110 Section 1699.110 National Defense Other Regulations Relating to National Defense SELECTIVE SERVICE SYSTEM ENFORCEMENT OF....110 Self-evaluation. (a) The agency shall, within one year of the effective date of this part...

  16. 41 CFR 105-8.110 - Self-evaluation.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 41 Public Contracts and Property Management 3 2010-07-01 2010-07-01 false Self-evaluation. 105-8... HANDICAP IN PROGRAMS OR ACTIVITIES CONDUCTED BY GENERAL SERVICES ADMINISTRATION § 105-8.110 Self-evaluation.... (b) The agency shall provide an opportunity to interested persons, including individuals with...

  17. 28 CFR 35.105 - Self-evaluation.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 28 Judicial Administration 1 2010-07-01 2010-07-01 false Self-evaluation. 35.105 Section 35.105... LOCAL GOVERNMENT SERVICES General § 35.105 Self-evaluation. (a) A public entity shall, within one year... the necessary modifications. (b) A public entity shall provide an opportunity to interested persons...

  18. 24 CFR 9.110 - Self-evaluation.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 24 Housing and Urban Development 1 2010-04-01 2010-04-01 false Self-evaluation. 9.110 Section 9... DEPARTMENT OF HOUSING AND URBAN DEVELOPMENT § 9.110 Self-evaluation. (a) The agency shall, within one year of... opportunity to interested persons, including individuals with disabilities or organizations representing...

  19. 24 CFR 9.110 - Self-evaluation.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 24 Housing and Urban Development 1 2014-04-01 2014-04-01 false Self-evaluation. 9.110 Section 9... DEPARTMENT OF HOUSING AND URBAN DEVELOPMENT § 9.110 Self-evaluation. (a) The agency shall, within one year of... opportunity to interested persons, including individuals with disabilities or organizations representing...

  20. 31 CFR 17.110 - Self-evaluation.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 31 Money and Finance: Treasury 1 2010-07-01 2010-07-01 false Self-evaluation. 17.110 Section 17... § 17.110 Self-evaluation. (a) The agency shall, by two years after the effective date of this part... interested persons, including individuals with handicaps or organizations representing individuals with...

  1. 31 CFR 17.110 - Self-evaluation.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 31 Money and Finance: Treasury 1 2014-07-01 2014-07-01 false Self-evaluation. 17.110 Section 17... § 17.110 Self-evaluation. (a) The agency shall, by two years after the effective date of this part... interested persons, including individuals with handicaps or organizations representing individuals with...

  2. 31 CFR 17.110 - Self-evaluation.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 31 Money and Finance: Treasury 1 2013-07-01 2013-07-01 false Self-evaluation. 17.110 Section 17... § 17.110 Self-evaluation. (a) The agency shall, by two years after the effective date of this part... interested persons, including individuals with handicaps or organizations representing individuals with...

  3. 14 CFR 1251.510 - Self-evaluation.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 14 Aeronautics and Space 5 2011-01-01 2010-01-01 true Self-evaluation. 1251.510 Section 1251.510 Aeronautics and Space NATIONAL AERONAUTICS AND SPACE ADMINISTRATION NONDISCRIMINATION ON BASIS OF HANDICAP... Aeronautics and Space Administration § 1251.510 Self-evaluation. (a) The agency shall, by September 6, 1989...

  4. Improvement of older driver safety through self-evaluation : the development of a self-evaluation instrument

    DOT National Transportation Integrated Search

    2000-03-01

    This research project was designed to increase safety in the older driver population by developing and testing a self-evaluation instrument. The instrument is intended for drivers who may be starting to experience declines in driving abilities or los...

  5. 14 CFR 1251.510 - Self-evaluation.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 14 Aeronautics and Space 5 2012-01-01 2012-01-01 false Self-evaluation. 1251.510 Section 1251.510 Aeronautics and Space NATIONAL AERONAUTICS AND SPACE ADMINISTRATION NONDISCRIMINATION ON BASIS OF HANDICAP... Aeronautics and Space Administration § 1251.510 Self-evaluation. (a) The agency shall, by September 6, 1989...

  6. 10 CFR 4.510 - Self-evaluation.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 10 Energy 1 2013-01-01 2013-01-01 false Self-evaluation. 4.510 Section 4.510 Energy NUCLEAR REGULATORY COMMISSION NONDISCRIMINATION IN FEDERALLY ASSISTED PROGRAMS OR ACTIVITIES RECEIVING FEDERAL... Programs or Activities Conducted by the U.S. Nuclear Regulatory Commission § 4.510 Self-evaluation. (a) The...

  7. 22 CFR 1005.110 - Self-evaluation.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 22 Foreign Relations 2 2013-04-01 2009-04-01 true Self-evaluation. 1005.110 Section 1005.110 Foreign Relations INTER-AMERICAN FOUNDATION ENFORCEMENT OF NONDISCRIMINATION ON THE BASIS OF HANDICAP IN PROGRAMS OR ACTIVITIES CONDUCTED BY THE INTER-AMERICAN FOUNDATION § 1005.110 Self-evaluation. (a) The...

  8. iSELF: The Development of an Internet-Tool for Self-Evaluation and Learner Feedback

    ERIC Educational Resources Information Center

    Theunissen, Nicolet; Stubbé, Hester

    2014-01-01

    This paper describes the theoretical basis and development of the iSELF: an Internet-tool for Self-Evaluation and Learner Feedback to stimulate self-directed learning in ubiquitous learning environments. In ubiquitous learning, learners follow their own trails of interest, scaffolded by coaches, peers and tools for thinking and learning.…

  9. An Assessment of the Self-Protective Function of Self-Handicapping.

    ERIC Educational Resources Information Center

    Steinhauer, Annie; And Others

    Self-handicapping is the phenomenon of setting oneself up to fail a feared evaluation task to protect a sense of self-worth. A study examined whether individuals self-handicap to protect a general or global perception of themselves or to protect perceptions of competence in the specific domain being evaluated. Handicapping behaviors related to…

  10. Self-Efficacy, Self-Evaluation, and Music Performance of Secondary-Level Band Students

    ERIC Educational Resources Information Center

    Hewitt, Michael P.

    2015-01-01

    In the present study, relationships between two components of self-regulation (self-efficacy and self-evaluation) and gender, school level, instrument family, and music performance were examined. Participants were 340 middle and high school band students who participated in one of two summer music camps or who were members of a private middle…

  11. Core self-evaluations and job and life satisfaction: the role of self-concordance and goal attainment.

    PubMed

    Judge, Timothy A; Bono, Joyce E; Erez, Amir; Locke, Edwin A

    2005-03-01

    The present study tested a model explaining how the core self-evaluations (i.e., positive self-regard) concept is linked to job and life satisfaction. The self-concordance model, which focuses on motives underlying goal pursuit, was used as an explanatory framework. Data were collected from 2 samples: (a) 183 university students (longitudinal measures of goal attainment and life satisfaction were used) and (b) 251 employees (longitudinal measures of goal attainment and job satisfaction were utilized). In both studies, the core self-evaluations concept was positively related to goal self-concordance, meaning that individuals with positive self-regard were more likely to pursue goals for intrinsic and identified (value-congruent) reasons. Furthermore, in both studies, goal self-concordance was related to satisfaction (job satisfaction in Study 1 and life satisfaction in Study 2).

  12. 5 CFR 1850.110 - Self-evaluation.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... OF HANDICAP IN PROGRAMS OR ACTIVITIES CONDUCTED BY THE OFFICE OF SPECIAL COUNSEL § 1850.110 Self... handicaps or organizations representing individuals with handicaps, to participate in the self-evaluation...

  13. The role of the right prefrontal cortex in self-evaluation of the face: a functional magnetic resonance imaging study.

    PubMed

    Morita, Tomoyo; Itakura, Shoji; Saito, Daisuke N; Nakashita, Satoshi; Harada, Tokiko; Kochiyama, Takanori; Sadato, Norihiro

    2008-02-01

    Individuals can experience negative emotions (e.g., embarrassment) accompanying self-evaluation immediately after recognizing their own facial image, especially if it deviates strongly from their mental representation of ideals or standards. The aim of this study was to identify the cortical regions involved in self-recognition and self-evaluation along with self-conscious emotions. To increase the range of emotions accompanying self-evaluation, we used facial feedback images chosen from a video recording, some of which deviated significantly from normal images. In total, 19 participants were asked to rate images of their own face (SELF) and those of others (OTHERS) according to how photogenic they appeared to be. After scanning the images, the participants rated how embarrassed they felt upon viewing each face. As the photogenic scores decreased, the embarrassment ratings dramatically increased for the participant's own face compared with those of others. The SELF versus OTHERS contrast significantly increased the activation of the right prefrontal cortex, bilateral insular cortex, anterior cingulate cortex, and bilateral occipital cortex. Within the right prefrontal cortex, activity in the right precentral gyrus reflected the trait of awareness of observable aspects of the self; this provided strong evidence that the right precentral gyrus is specifically involved in self-face recognition. By contrast, activity in the anterior region, which is located in the right middle inferior frontal gyrus, was modulated by the extent of embarrassment. This finding suggests that the right middle inferior frontal gyrus is engaged in self-evaluation preceded by self-face recognition based on the relevance to a standard self.

  14. 38 CFR 18.406 - Remedial action, voluntary action and self-evaluation.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ..., voluntary action and self-evaluation. 18.406 Section 18.406 Pensions, Bonuses, and Veterans' Relief... Basis of Handicap General Provisions § 18.406 Remedial action, voluntary action and self-evaluation. (a... treatment within the program or activity. (b) Voluntary action. A recipient may take steps, in addition to...

  15. 38 CFR 18.406 - Remedial action, voluntary action and self-evaluation.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ..., voluntary action and self-evaluation. 18.406 Section 18.406 Pensions, Bonuses, and Veterans' Relief... Basis of Handicap General Provisions § 18.406 Remedial action, voluntary action and self-evaluation. (a... treatment within the program or activity. (b) Voluntary action. A recipient may take steps, in addition to...

  16. 38 CFR 18.406 - Remedial action, voluntary action and self-evaluation.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ..., voluntary action and self-evaluation. 18.406 Section 18.406 Pensions, Bonuses, and Veterans' Relief... Basis of Handicap General Provisions § 18.406 Remedial action, voluntary action and self-evaluation. (a... treatment within the program or activity. (b) Voluntary action. A recipient may take steps, in addition to...

  17. 38 CFR 18.406 - Remedial action, voluntary action and self-evaluation.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ..., voluntary action and self-evaluation. 18.406 Section 18.406 Pensions, Bonuses, and Veterans' Relief... Basis of Handicap General Provisions § 18.406 Remedial action, voluntary action and self-evaluation. (a... treatment within the program or activity. (b) Voluntary action. A recipient may take steps, in addition to...

  18. 45 CFR 1153.110 - Self-evaluation.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 45 Public Welfare 3 2014-10-01 2014-10-01 false Self-evaluation. 1153.110 Section 1153.110 Public... PROGRAMS OR ACTIVITIES CONDUCTED BY THE NATIONAL ENDOWMENT FOR THE ARTS § 1153.110 Self-evaluation. (a) The... agency shall provide an opportunity to interested persons, including handicapped persons or organizations...

  19. 45 CFR 1153.110 - Self-evaluation.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 45 Public Welfare 3 2013-10-01 2013-10-01 false Self-evaluation. 1153.110 Section 1153.110 Public... PROGRAMS OR ACTIVITIES CONDUCTED BY THE NATIONAL ENDOWMENT FOR THE ARTS § 1153.110 Self-evaluation. (a) The... agency shall provide an opportunity to interested persons, including handicapped persons or organizations...

  20. 10 CFR 4.510 - Self-evaluation.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 10 Energy 1 2014-01-01 2014-01-01 false Self-evaluation. 4.510 Section 4.510 Energy NUCLEAR... Programs or Activities Conducted by the U.S. Nuclear Regulatory Commission § 4.510 Self-evaluation. (a) The... agency shall provide an opportunity to interested persons, including disabled persons or organizations...

  1. 43 CFR 17.510 - Self-evaluation.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 43 Public Lands: Interior 1 2014-10-01 2014-10-01 false Self-evaluation. 17.510 Section 17.510 Public Lands: Interior Office of the Secretary of the Interior NONDISCRIMINATION IN FEDERALLY ASSISTED... Programs or Activities Conducted by the Department of the Interior § 17.510 Self-evaluation. (a) The agency...

  2. 43 CFR 17.510 - Self-evaluation.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 43 Public Lands: Interior 1 2011-10-01 2011-10-01 false Self-evaluation. 17.510 Section 17.510 Public Lands: Interior Office of the Secretary of the Interior NONDISCRIMINATION IN FEDERALLY ASSISTED... Programs or Activities Conducted by the Department of the Interior § 17.510 Self-evaluation. (a) The agency...

  3. A Method of Self-Evaluation for Counselor Education. Final Report.

    ERIC Educational Resources Information Center

    Martin, Donald G.

    A pretest-posttest control group design was used to test the value of employing four psychotherapeutic interaction scales for self-evaluation. Self-evaluation of the counselor-offered conditions empathy, positive regard, genuineness and intensity of interpersonal contact during the live counseling sessions of 44 counselors were compared with the…

  4. 10 CFR 1042.110 - Remedial and affirmative action and self-evaluation.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 10 Energy 4 2010-01-01 2010-01-01 false Remedial and affirmative action and self-evaluation. 1042....110 Remedial and affirmative action and self-evaluation. (a) Remedial action. If the designated agency... deems necessary to overcome the effects of such discrimination. (b) Affirmative action. In the absence...

  5. 10 CFR 1042.110 - Remedial and affirmative action and self-evaluation.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 10 Energy 4 2011-01-01 2011-01-01 false Remedial and affirmative action and self-evaluation. 1042....110 Remedial and affirmative action and self-evaluation. (a) Remedial action. If the designated agency... deems necessary to overcome the effects of such discrimination. (b) Affirmative action. In the absence...

  6. Measurement properties of instruments evaluating self-care and related concepts in people with chronic obstructive pulmonary disease: A systematic review.

    PubMed

    Clari, Marco; Matarese, Maria; Alvaro, Rosaria; Piredda, Michela; De Marinis, Maria Grazia

    2016-01-01

    The use of valid and reliable instruments for assessing self-care is crucial for the evaluation of chronic obstructive pulmonary disease (COPD) management programs. The aim of this review is to evaluate the measurement properties and theoretical foundations of instruments for assessing self-care and related concepts in people with COPD. A systematic review was conducted of articles describing the development and validation of self-care instruments. The methodological quality of the measurement properties was assessed using the COSMIN checklist. Ten studies were included evaluating five instruments: three for assessing self-care and self-management and two for assessing self-efficacy. The COPD Self-Efficacy Scale was the most studied instrument, but due to poor study methodological quality, evidence about its measurement properties is inconclusive. Evidence from the COPD Self-Management Scale is more promising, but only one study tested its properties. Due to inconclusive evidence of their measurement properties, no instrument can be recommended for clinical use. Copyright © 2016 Elsevier Inc. All rights reserved.

  7. Reliable and valid tools for measuring surgeons' teaching performance: residents' vs. self evaluation.

    PubMed

    Boerebach, Benjamin C M; Arah, Onyebuchi A; Busch, Olivier R C; Lombarts, Kiki M J M H

    2012-01-01

    In surgical education, there is a need for educational performance evaluation tools that yield reliable and valid data. This paper describes the development and validation of robust evaluation tools that provide surgeons with insight into their clinical teaching performance. We investigated (1) the reliability and validity of 2 tools for evaluating the teaching performance of attending surgeons in residency training programs, and (2) whether surgeons' self evaluation correlated with the residents' evaluation of those surgeons. We surveyed 343 surgeons and 320 residents as part of a multicenter prospective cohort study of faculty teaching performance in residency training programs. The reliability and validity of the SETQ (System for Evaluation Teaching Qualities) tools were studied using standard psychometric techniques. We then estimated the correlations between residents' and surgeons' evaluations. The response rate was 87% among surgeons and 84% among residents, yielding 2625 residents' evaluations and 302 self evaluations. The SETQ tools yielded reliable and valid data on 5 domains of surgical teaching performance, namely, learning climate, professional attitude towards residents, communication of goals, evaluation of residents, and feedback. The correlations between surgeons' self and residents' evaluations were low, with coefficients ranging from 0.03 for evaluation of residents to 0.18 for communication of goals. The SETQ tools for the evaluation of surgeons' teaching performance appear to yield reliable and valid data. The lack of strong correlations between surgeons' self and residents' evaluations suggest the need for using external feedback sources in informed self evaluation of surgeons. Copyright © 2012 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  8. Clinical Evaluation of the Self-Injurious Behavior Inhibiting System (SIBIS).

    ERIC Educational Resources Information Center

    Linscheid, Thomas R.; And Others

    1990-01-01

    The Self-Injurious Behavior Inhibiting System (in which mild and brief contingent electric stimulation is delivered) was evaluated with five cases involving severe mental retardation and previously unmanageable self-injurious behavior. Findings indicated almost complete elimination of the self-injurious behavior with followup suggesting continuing…

  9. Being known, intimate, and valued: global self-verification and dyadic adjustment in couples and roommates.

    PubMed

    Katz, Jennifer; Joiner, Thomas E

    2002-02-01

    We contend that close relationships provide adults with optimal opportunities for personal growth when relationship partners provide accurate, honest feedback. Accordingly, it was predicted that young adults would experience the relationship quality with relationship partners who evaluated them in a manner consistent their own self-evaluations. Three empirical tests of this self-verification hypothesis as applied to close dyads were conducted. In Study 1, young adults in dating relationships were most intimate with and somewhat more committed to partners when they perceived that partners evaluated them as they evaluated themselves. Self-verification effects were pronounced for those involved in more serious dating relationships. In Study 2, men reported the greatest esteem for same-sex roommates who evaluated them in a self-verifying manner. Results from Study 2 were replicated and extended to both male and female roommate dyads in Study 3. Further, self-verification effects were most pronounced for young adults with high emotional empathy. Results suggest that self-verification theory is useful for understanding dyadic adjustment across a variety of relational contexts in young adulthood. Implications of self-verification processes for adult personal development are outlined within an identity negotiation framework.

  10. Denial of illness in schizophrenia as a disturbance of self-reflection, self-perception and insight.

    PubMed

    Bedford, Nicholas J; David, Anthony S

    2014-01-01

    A substantial proportion of schizophrenia patients deny aspects of their illness to others, which may indicate a deeper disturbance of 'insight' and a self-reflection deficit. The present study used a 'levels-of-processing' mnemonic paradigm to examine whether such patients engage in particularly brief and shallow self-reflection during mental illness-related self-evaluation. 26 schizophrenia patients with either an overall acceptance or denial of their illness and 25 healthy controls made timed decisions about the self-descriptiveness, other-person-descriptiveness and phonological properties of mental illness traits, negative traits and positive traits, before completing surprise tests of retrieval for these traits. The acceptance patients and denial patients were particularly slow in their mental illness-related self-evaluation, indicating that they both found this exercise particularly difficult. Both patient groups displayed intact recognition but particularly reduced recall for self-evaluated traits in general, possibly indicating poor organisational processing during self-reflection. Lower recall for self-evaluated mental illness traits significantly correlated with higher denial of illness and higher illness-severity. Whilst explicit and implicit measures of self-perception corresponded in the healthy controls (who displayed an intact positive>negative 'self-positivity bias') and acceptance patients (who displayed a reduced self-positivity bias), the denial patients' self-positivity bias was explicitly intact but implicitly reduced. Schizophrenia patients, regardless of their illness-attitudes, have a particular deficit in recalling new self-related information that worsens with increasing denial of illness. This deficit may contribute towards rigid self-perception and disturbed self-awareness and insight in patients with denial of illness. © 2013.

  11. Is It Possible to Improve Mathematical Achievement by Means of Self-Regulation Strategies? Evaluation of an Intervention in Regular Math Classes

    ERIC Educational Resources Information Center

    Perels, Franziska; Dignath, Charlotte; Schmitz, Bernhard

    2009-01-01

    After the effectiveness of self-regulation training outside school was demonstrated, a self-regulation intervention was developed to foster the learning achievement in regular math classes. Based on the theoretical framework of self-regulated learning, self-regulation training was integrated into a math class unit. The evaluation of the…

  12. Fear of negative evaluation biases social evaluation inference: evidence from a probabilistic learning task.

    PubMed

    Button, Katherine S; Kounali, Daphne; Stapinski, Lexine; Rapee, Ronald M; Lewis, Glyn; Munafò, Marcus R

    2015-01-01

    Fear of negative evaluation (FNE) defines social anxiety yet the process of inferring social evaluation, and its potential role in maintaining social anxiety, is poorly understood. We developed an instrumental learning task to model social evaluation learning, predicting that FNE would specifically bias learning about the self but not others. During six test blocks (3 self-referential, 3 other-referential), participants (n = 100) met six personas and selected a word from a positive/negative pair to finish their social evaluation sentences "I think [you are / George is]…". Feedback contingencies corresponded to 3 rules, liked, neutral and disliked, with P[positive word correct] = 0.8, 0.5 and 0.2, respectively. As FNE increased participants selected fewer positive words (β = -0.4, 95% CI -0.7, -0.2, p = 0.001), which was strongest in the self-referential condition (FNE × condition 0.28, 95% CI 0.01, 0.54, p = 0.04), and the neutral and dislike rules (FNE × condition × rule, p = 0.07). At low FNE the proportion of positive words selected for self-neutral and self-disliked greatly exceeded the feedback contingency, indicating poor learning, which improved as FNE increased. FNE is associated with differences in processing social-evaluative information specifically about the self. At low FNE this manifests as insensitivity to learning negative self-referential evaluation. High FNE individuals are equally sensitive to learning positive or negative evaluation, which although objectively more accurate, may have detrimental effects on mental health.

  13. The relationship between assessment methods and self-directed learning readiness in medical education.

    PubMed

    Monroe, Katherine S

    2016-03-11

    This research explored the assessment of self-directed learning readiness within the comprehensive evaluation of medical students' knowledge and skills and the extent to which several variables predicted participants' self-directed learning readiness prior to their graduation. Five metrics for evaluating medical students were considered in a multiple regression analysis. Fourth-year medical students at a competitive US medical school received an informed consent and an online survey. Participants voluntarily completed a self-directed learning readiness scale that assessed four subsets of self-directed learning readiness and consented to the release of their academic records. The assortment of metrics considered in this study only vaguely captured students' self-directedness. The strongest predictors were faculty evaluations of students' performance on clerkship rotations. Specific clerkship grades were mildly predictive of three subscales. The Pediatrics clerkship modestly predicted critical self-evaluation (r=-.30, p=.01) and the Psychiatry clerkship mildly predicted learning self-efficacy (r =-.30, p=.01), while the Junior Surgery clerkship nominally correlated with participants' effective organization for learning (r=.21, p=.05). Other metrics examined did not contribute to predicting participants' readiness for self-directed learning. Given individual differences among participants for the variables considered, no combination of students' grades and/or test scores overwhelmingly predicted their aptitude for self-directed learning. Considering the importance of fostering medical students' self-directed learning skills, schools need a reliable and pragmatic approach to measure them. This data analysis, however, offered no clear-cut way of documenting students' self-directed learning readiness based on the evaluation metrics included.

  14. Evaluation of self-esteem in cancer patients undergoing chemotherapy treatment1

    PubMed Central

    Leite, Marilia Aparecida Carvalho; Nogueira, Denismar Alves; Terra, Fábio de Souza

    2015-01-01

    Objective: to evaluate the self-esteem of cancer patients undergoing chemotherapy. Method: descriptive analytical cross-sectional study with a quantitative approach. Around 156 patients that attended an oncology unit of a mid-sized hospital participated in the study. Results: we found a higher frequency of patients with high self-esteem, but some of them showed average or low self-esteem. The scale showed a Cronbach's alpha value of 0.746, by considering its acceptable internal consistency for the evaluated items. No independent variables showed significant associations with self-esteem. Conclusion: the cancer patients evaluated have presented high self-esteem; thus, it becomes crucial for nursing to plan the assistance of patients undergoing chemotherapy treatments, which enables actions and strategies that meet their physical and psychosocial conditions, aiming to maintain and rehabilitate these people's emotional aspects. PMID:26625999

  15. The Role of Personality Traits, Core Self-Evaluation, and Emotional Intelligence in Career Decision-Making Difficulties

    ERIC Educational Resources Information Center

    Di Fabio, Annamaria; Palazzeschi, Letizia; Bar-On, Reuven

    2012-01-01

    This study examines the role of personality traits, core self-evaluation, and emotional intelligence (EI) in career decision-making difficulties. Italian university students (N = 232) responded to questions on the Big Five Questionnaire, Core Self-Evaluation Scale, Bar-On Emotional Quotient Inventory, and Career Decision-Making Difficulties…

  16. The Self-Evaluation Form: Is the SEF Aiding School Improvement?

    ERIC Educational Resources Information Center

    Bubb, Sara; Earley, Peter; Ahtaridou, Elpida; Jones, Jeff; Taylor, Chris

    2007-01-01

    This paper draws on emerging findings from a CfBT Education Trust funded research project, "From self-evaluation to school improvement--the importance of effective professional development (Sef2Si)." On the journey from self-evaluation to school improvement, the authors wanted to identify what schools do that works, how people help each…

  17. 29 CFR 36.110 - Remedial and affirmative action and self-evaluation.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 29 Labor 1 2010-07-01 2010-07-01 true Remedial and affirmative action and self-evaluation. 36.110... affirmative action and self-evaluation. (a) Remedial action. If the designated agency official finds that a... effects of such discrimination. (b) Affirmative action. In the absence of a finding of discrimination on...

  18. 29 CFR 36.110 - Remedial and affirmative action and self-evaluation.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 29 Labor 1 2011-07-01 2011-07-01 false Remedial and affirmative action and self-evaluation. 36.110... affirmative action and self-evaluation. (a) Remedial action. If the designated agency official finds that a... effects of such discrimination. (b) Affirmative action. In the absence of a finding of discrimination on...

  19. 7 CFR 15a.3 - Remedial and affirmative action and self-evaluation.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 7 Agriculture 1 2011-01-01 2011-01-01 false Remedial and affirmative action and self-evaluation... affirmative action and self-evaluation. (a) Remedial action. If the Secretary finds that a recipient has.... (b) Affirmative action. In the absence of a finding of discrimination on the basis of sex in an...

  20. Longitudinal change in the neural bases of adolescent social self-evaluations: effects of age and pubertal development.

    PubMed

    Pfeifer, Jennifer H; Kahn, Lauren E; Merchant, Junaid S; Peake, Shannon J; Veroude, Kim; Masten, Carrie L; Lieberman, Matthew D; Mazziotta, John C; Dapretto, Mirella

    2013-04-24

    Self-evaluations undergo significant transformation during early adolescence, developing in parallel with the heightened complexity of teenagers' social worlds. Intuitive theories of adolescent development, based in part on animal work, suggest that puberty is associated with neural-level changes that facilitate a "social reorientation" (Nelson et al., 2005). However, direct tests of this hypothesis using neuroimaging are limited in humans. This longitudinal fMRI study examined neurodevelopmental trajectories associated with puberty, self-evaluations, and the presumed social reorientation during the transition from childhood to adolescence. Participants (N = 27, mean age = 10.1 and 13.1 years at time points one and two, respectively) engaged in trait evaluations of two targets (the self and a familiar fictional other), across two domains of competence (social and academic). Responses in ventromedial PFC increased with both age and pubertal development during self-evaluations in the social domain, but not in the academic domain. These results suggest that changes in social self-evaluations are intimately connected with biology, not just peer contexts, and provide important empirical support for the relationship between neurodevelopment, puberty, and social functioning.

  1. The Brief Core Schema Scales (BCSS): psychometric properties and associations with paranoia and grandiosity in non-clinical and psychosis samples.

    PubMed

    Fowler, David; Freeman, Daniel; Smith, Ben; Kuipers, Elizabeth; Bebbington, Paul; Bashforth, Hannah; Coker, Sian; Hodgekins, Joanne; Gracie, Alison; Dunn, Graham; Garety, Philippa

    2006-06-01

    Traditional instruments that measure self-esteem may not relate directly to the schema construct as outlined in recent cognitive models. The Brief Core Schema Scales (BCSS) aim to provide a theoretically coherent self-report assessment of schemata concerning self and others in psychosis. The scales assess four dimensions of self and other evaluation: negative-self, positive-self, negative-other, positive-other. We analysed the psychometric properties of the BCSS using a sample of 754 students recruited by email and 252 people with psychosis recruited as part of a trial of cognitive therapy. We report the internal consistency, stability and the factor structure of the scale, and the association of the BCSS with measures of self-esteem and with symptoms of paranoia and grandiosity. The BCSS have good psychometric properties and have more independence from mood than the Rosenberg Self-Esteem Schedule. People with chronic psychosis reported extreme negative evaluations of both self and others on these scales, but their levels of self-esteem and positive evaluations of self and others were similar to the student sample. Extreme negative evaluations of self and others appear to be characteristic of the appraisals of people with chronic psychosis, and are associated with symptoms of grandiosity and paranoia in the non-clinical population. The BCSS may provide a more useful measure of schemata about self and others than traditional measures of self-esteem.

  2. The mediating role of nurses' professional commitment in the relationship between core self-evaluation and job satisfaction.

    PubMed

    Barać, Ivana; Prlić, Nada; Plužarić, Jadranka; Farčić, Nikolina; Kovačević, Suzana

    2018-05-11

    The aim of this study was to examine the degree to which it is possible to predict job satisfaction in hospital nurses based on core self-evaluation and the nurses' professional commitment. Psychological constructs of nurses' professional commitment could predict a level of job satisfaction. A cross-sectional design was applied. Data were collected between April 2016 and November 2016 from 584 nurses of the University Hospital Osijek. Core Self-Evaluation Scale (CSES), Job Satisfaction Survey (JSS) and Nurses' professional commitment scale (NPCS) were administrated to the study participants. Confirmatory factor analyses were conducted to test the validity of each questionnaire. Structural equation modeling was used to test the prediction of nurses' professional commitment and core self-evaluation on job satisfaction. Nurses' professional commitment is variable, which functions as a mediator between predictor (CSE) and criterion variable (JS). As a mediator, it explains what the effect is, provided that correlations between all variables are significant. The correlation analyses reveal significant positive correlations between job satisfaction and core self evaluation (r = 0.441, p > 0.001) and also between job satisfaction and nurses' professional commitment (r = 0.464, p > 0.001). Furthermore, core self evaluation significantly and positively correlates with nurses' professional commitment (r = 0.402, p > 0.001). The results showed that nurses' professional commitment mediates the relationship between core self evaluation and job satisfaction. Bootstrap analysis showed that core self evaluation partially mediated the relationship between nurses' professional commitment and job satisfaction ( β = 0.78, p < 0.001**). The indirect effects of core self evaluation on job satisfaction through nurses' professional commitment was also significant (β = 0.17, p < 0.001**). Nurses who are more committed to their work, regardless of the structure of personality, have greater satisfaction in their work. This work is available in Open Access model and licensed under a CC BY-NC 3.0 PL license.

  3. Adolescent Loneliness and Social Skills: Agreement and Discrepancies Between Self-, Meta-, and Peer-Evaluations.

    PubMed

    Lodder, G M A; Goossens, L; Scholte, R H J; Engels, R C M E; Verhagen, M

    2016-12-01

    Lonely adolescents report that they have poor social skills, but it is unknown whether this is due to an accurate perception of a social skills deficit, or a biased negative perception. This is an important distinction, as actual social skills deficits require different treatments than biased negative perceptions. In this study, we compared self-reported social skills evaluations with peer-reported social skills and meta-evaluations of social skills (i.e., adolescents' perceptions of how they believe their classmates evaluate them). Based on the social skills view, we expected negative relations between loneliness and these three forms of social skills evaluations. Based on the bias view, we expected lonely adolescents to have more negative self- and meta-evaluations compared to peer-evaluations of social skills. Participants were 1342 adolescents (48.64 % male, M age  = 13.95, SD = .54). All classmates rated each other in a round-robin design to obtain peer-evaluations. Self- and meta-evaluations were obtained using self-reports. Data were analyzed using polynomial regression analyses and response surface modeling. The results indicated that, when self-, peer- and meta-evaluations were similar, a greater sense of loneliness was related to poorer social skills. Loneliness was also related to larger discrepancies between self- and peer-evaluations of loneliness, but not related to the direction of these discrepancies. Thus, for some lonely adolescents, loneliness may be related to an actual social skills deficit, whereas for others a biased negative perception of one's own social skills or a mismatch with the environment may be related to their loneliness. This implies that different mechanisms may underlie loneliness, which has implications for interventions.

  4. Evaluation of the effects of malocclusion and orthodontic treatment on self-esteem in an adolescent population.

    PubMed

    Jung, Min-Ho

    2010-08-01

    The purpose of this study was to evaluate the effects of malocclusion and orthodontic treatment on adolescent self-esteem. A total of 4509 middle school students were clinically evaluated for dental crowding. Lip protrusion was also measured with a specially designed ruler. Rosenberg's self-esteem scale was used to determine each subject's level of self-esteem. The results showed that sex played a role in the relationship between self-esteem and malocclusion. For the girls, crowding of the anterior teeth had significant effects on their self-esteem; however, there was no significant difference in the boys' self-esteem. After fixed orthodontic treatment, the girls had higher self-esteem than the untreated malocclusion group. Girls with an ideal profile and good tooth alignment also showed higher self-esteem than students with crowding or protrusion. This clinical study proved that malocclusion and fixed orthodontic treatment can affect self-esteem in adolescent girls. Copyright (c) 2010 American Association of Orthodontists. Published by Mosby, Inc. All rights reserved.

  5. Can self-esteem protect against the deleterious consequences of self-objectification for mood and body satisfaction in physically active female university students?

    PubMed

    Thøgersen-Ntoumani, Cecilie; Ntoumanis, Nikos; Cumming, Jennifer; Bartholomew, Kimberley J; Pearce, Gemma

    2011-04-01

    Using objectification theory (Fredrickson & Roberts, 1997), this study tested the interaction between self-objectification, appearance evaluation, and self-esteem in predicting body satisfaction and mood states. Participants (N = 93) were physically active female university students. State self-objectification was manipulated by participants wearing tight revealing exercise attire (experimental condition) or baggy exercise clothes (control condition). Significant interactions emerged predicting depression, anger, fatness, and satisfaction with body shape and size. For participants in the self-objectification condition who had low (as opposed to high) appearance evaluation, low self-esteem was associated with high depression, anger, and fatness and low satisfaction with body shape and size. In contrast, for participants with high self-esteem, these mood and body satisfaction states were more favorable irrespective of their levels of appearance evaluation. For female exercisers, self-esteem-enhancing strategies may protect against some of the negative outcomes of self-objectification.

  6. Self-esteem modulates the time course of self-positivity bias in explicit self-evaluation.

    PubMed

    Zhang, Hua; Guan, Lili; Qi, Mingming; Yang, Juan

    2013-01-01

    Researchers have suggested that certain individuals may show a self-positivity bias, rating themselves as possessing more positive personality traits than others. Previous evidence has shown that people evaluate self-related information in such a way as to maintain or enhance self-esteem. However, whether self-esteem would modulate the time course of self-positivity bias in explicit self-evaluation has never been explored. In the present study, 21 participants completed the Rosenberg self-esteem scale and then completed a task where they were instructed to indicate to what extent positive/negative traits described themselves. Behavioral data showed that participants endorsed positive traits as higher in self-relevance compared to the negative traits. Further, participants' self-esteem levels were positively correlated with their self-positivity bias. Electrophysiological data revealed smaller N1 amplitude and larger late positive component (LPC) amplitude to stimuli consistent with the self-positivity bias (positive-high self-relevant stimuli) when compared to stimuli that were inconsistent with the self-positivity bias (positive-low self-relevant stimuli). Moreover, only in individuals with low self-esteem, the latency of P2 was more pronounced in processing stimuli that were consistent with the self-positivity bias (negative-low self-relevant stimuli) than to stimuli that were inconsistent with the self-positivity bias (positive-low self-relevant stimuli). Overall, the present study provides additional support for the view that low self-esteem as a personality variable would affect the early attentional processing.

  7. Self-evaluation and peer-feedback of medical students' communication skills using a web-based video annotation system. Exploring content and specificity.

    PubMed

    Hulsman, Robert L; van der Vloodt, Jane

    2015-03-01

    Self-evaluation and peer-feedback are important strategies within the reflective practice paradigm for the development and maintenance of professional competencies like medical communication. Characteristics of the self-evaluation and peer-feedback annotations of medical students' video recorded communication skills were analyzed. Twenty-five year 4 medical students recorded history-taking consultations with a simulated patient, uploaded the video to a web-based platform, marked and annotated positive and negative events. Peers reviewed the video and self-evaluations and provided feedback. Analyzed were the number of marked positive and negative annotations and the amount of text entered. Topics and specificity of the annotations were coded and analyzed qualitatively. Students annotated on average more negative than positive events. Additional peer-feedback was more often positive. Topics most often related to structuring the consultation. Students were most critical about their biomedical topics. Negative annotations were more specific than positive annotations. Self-evaluations were more specific than peer-feedback and both show a significant correlation. Four response patterns were detected that negatively bias specificity assessment ratings. Teaching students to be more specific in their self-evaluations may be effective for receiving more specific peer-feedback. Videofragmentrating is a convenient tool to implement reflective practice activities like self-evaluation and peer-feedback to the classroom in the teaching of clinical skills. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

  8. Dancers' Body Esteem, Fitness Esteem, and Self-Esteem in Three Contexts

    ERIC Educational Resources Information Center

    Van Zelst, Laura; Clabaugh, Alison; Morling, Beth

    2004-01-01

    Sixty-two college-aged, ballet and modern dancers evaluated their bodies and themselves in different dance and non-dance settings. In a self-report survey design, dancers' body esteem, fitness esteem, and self-esteem (an overall self-evaluation) were measured in three different contexts. Dancers rated their body esteem, fitness esteem, and…

  9. Development of Self-Handicapping Tendencies.

    ERIC Educational Resources Information Center

    Kimble, Charles; Kimble, Emily A.; Croy, Nan A.

    1998-01-01

    Determines when U.S. children begin to self-handicap, that is, to reduce preparation effort before evaluations. Finds that the high-self-esteem third graders acted adaptively by practicing more for the evaluation task, while the high-self-esteem sixth graders prepared more only if they had been reminded of their personal resources beforehand. (CMK)

  10. Core Self-Evaluations, Career Decision Self-Efficacy, and Vocational Identity among Greek Adolescents

    ERIC Educational Resources Information Center

    Koumoundourou, Georgia A.; Kounenou, Kalliopi; Siavara, Eftyxia

    2012-01-01

    This study explored the mediating role of career decision self-efficacy between core self-evaluations (CSE), a newly established construct within the personality domain, and adolescents' vocational identity. Using a sample of 200 Greek high school students, it was found that for female adolescents CSE influenced vocational identity both directly…

  11. Putting the Self Back into Self-Evaluation

    ERIC Educational Resources Information Center

    MacBeath, John

    2004-01-01

    Self-evaluation is a concept replete with paradox and ambiguity. It suggests a spontaneous impulse but connotes a political mandate. It posits an individual act of self-reflection but is a meaningless notion without some social reference point. Its application may be personal, social or institutional, its purpose summative or formative. It may be…

  12. Importance and usefulness of evaluating self-esteem in children.

    PubMed

    Hosogi, Mizuho; Okada, Ayumi; Fujii, Chikako; Noguchi, Keizou; Watanabe, Kumi

    2012-03-20

    Self-esteem is the "feeling of self-appreciation" and is an indispensable emotion for people to adapt to society and live their lives. For children, in particular, the environment in which they are raised contributes profoundly to the development of their self-esteem, which in turn helps them to adapt better to society. Various psychologists have provided definitions of self-esteem, and examined methods of objectively evaluating self-esteem. Questionnaire-style assessment methods for adult include Rosenberg Self-Esteem Scale and Janis-Field Feeling of Inadequacy Scale, and these for children include Coopersmith Self-Esteem Inventory, Pope's 5-Scale Test of Self-Esteem for children, and Kid- KINDL®. Other methods include Ziller Social Self-Esteem Scale and Implicit Association Test. The development of children's self-esteem is heavily influenced by their environment, that is, their homes, neighborhoods, and schools. Children with damaged self-esteem are at risk of developing psychological and social problems, which hinders recovery from low self-esteem. Thus, to recover low self-esteem, it is important for children to accumulate a series of successful experiences to create a positive concept of self. Evaluating children's self-esteem can be an effective method for understanding their past and present circumstances, and useful to treat for children with psychosomatic disorders.

  13. Importance and usefulness of evaluating self-esteem in children

    PubMed Central

    2012-01-01

    Self-esteem is the "feeling of self-appreciation" and is an indispensable emotion for people to adapt to society and live their lives. For children, in particular, the environment in which they are raised contributes profoundly to the development of their self-esteem, which in turn helps them to adapt better to society. Various psychologists have provided definitions of self-esteem, and examined methods of objectively evaluating self-esteem. Questionnaire-style assessment methods for adult include Rosenberg Self-Esteem Scale and Janis-Field Feeling of Inadequacy Scale, and these for children include Coopersmith Self-Esteem Inventory, Pope's 5-Scale Test of Self-Esteem for children, and Kid- KINDL®. Other methods include Ziller Social Self-Esteem Scale and Implicit Association Test. The development of children's self-esteem is heavily influenced by their environment, that is, their homes, neighborhoods, and schools. Children with damaged self-esteem are at risk of developing psychological and social problems, which hinders recovery from low self-esteem. Thus, to recover low self-esteem, it is important for children to accumulate a series of successful experiences to create a positive concept of self. Evaluating children's self-esteem can be an effective method for understanding their past and present circumstances, and useful to treat for children with psychosomatic disorders. PMID:22433387

  14. A Critique of the Use of Self-Evaluation in a Compulsory Accreditation System

    ERIC Educational Resources Information Center

    Van Kemenade, Everard; Hardjono, Teun W.

    2010-01-01

    Self-evaluation is supposed to be a valid, reliable and easy-to-use instrument to commit professionals to external quality assurance. The writing of a self-evaluation report is the first step in most higher education accreditation systems all over the world. Research on accreditation in the Netherlands and Flanders shows that professionals…

  15. Creativity and Self-Exploration in Projective Drawings of Abused Women: Evaluating the inside Me-outside Me Workshop

    ERIC Educational Resources Information Center

    Dollinger, Stephen J.; Kazmierczak, Elzbieta; Storkerson, Peter K.

    2011-01-01

    This study evaluated a creative workshop where college students (N = 300) devised self-expressive products to explore their inner and outer worlds. Participants devised products with drawing and writing components to examine their relationships with negative life events, self-concepts, and worldviews. Participants then evaluated the workshop.…

  16. Relationships between Evaluations of Self and Parents by Children from Intact and Divorced Families.

    ERIC Educational Resources Information Center

    Parish, Thomas J.; Dostal, Judy W.

    1980-01-01

    Children from intact families and children from divorced families had self-concepts that correlated significantly with their evaluations of their mothers and fathers/stepfathers. Children whose parents had been divorced less than two years had self-concepts strongly correlated with evaluations of both their natural fathers and their stepfathers.…

  17. Design and Implementation of a Multi-Strategy, Collegewide Program of Evaluation and Planning: The Mercy College Self-Study Project.

    ERIC Educational Resources Information Center

    Kraetzer, Mary C.; And Others

    The rationale, strategies, and methods of The Mercy College Self-Study Project are considered, and evaluation instruments are provided. This program of institutional evaluation and planning was initiated in 1980 and consists of: standardized surveys, a 10-year longitudinal (panel) study, and academic department self-studies. Questionnaires…

  18. Supporting the Consistent Implementation of Self-Evaluation in Irish Post-Primary Schools

    ERIC Educational Resources Information Center

    O'Brien, Shivaun; McNamara, Gerry; O'Hara, Joe

    2015-01-01

    This paper explores approaches to support the consistent implementation of school self-evaluation. The first part of the paper outlines the changing nature of self-evaluation in Irish post-primary schools and how a new approach introduced by the Department of Education and Skills in 2012 demonstrates real intentionality in terms of implementation.…

  19. Evaluating the Effect of Learning Style and Student Background on Self-Assessment Accuracy

    ERIC Educational Resources Information Center

    Alaoutinen, Satu

    2012-01-01

    This study evaluates a new taxonomy-based self-assessment scale and examines factors that affect assessment accuracy and course performance. The scale is based on Bloom's Revised Taxonomy and is evaluated by comparing students' self-assessment results with course performance in a programming course. Correlation has been used to reveal possible…

  20. Core Self-Evaluations, Worry, Life Satisfaction, and Psychological Well-Being: An Investigation in the Asian Context

    ERIC Educational Resources Information Center

    Rathi, Neerpal; Lee, Kidong

    2018-01-01

    The concept of core self-evaluations has been extensively investigated in Western and European countries, nonetheless its implications in Asian countries remains relatively unexplored. To void this gap, the current study investigated the association of core self-evaluations with worry, life satisfaction, and psychological well-being among South…

  1. School Self-Evaluation for School Improvement: What Works and Why?

    ERIC Educational Resources Information Center

    Chapman, Christopher; Sammons, Pamela

    2013-01-01

    The idea that schools can impact positively on student outcomes is a crucial driver in the rise of interest in school improvement research and practice. This review focuses on school self-evaluation for school improvement. School self-evaluation can be a fundamental force in achieving school improvement and this review establishes what the key…

  2. Residential Wilderness Programs: The Role of Social Support in Influencing Self-Evaluations of Male Adolescents

    ERIC Educational Resources Information Center

    Cook, Emily C.

    2008-01-01

    This qualitative study explores the aspects of a residential wilderness experience that informed self-evaluations in male adolescents, ages 12-16. To assess change in self-evaluations and program factors associated with change, qualitative interviews were conducted with adolescents upon entry to the program and four months later. Participants'…

  3. Fear of Negative Evaluation Biases Social Evaluation Inference: Evidence from a Probabilistic Learning Task

    PubMed Central

    Button, Katherine S.; Kounali, Daphne; Stapinski, Lexine; Rapee, Ronald M.; Lewis, Glyn; Munafò, Marcus R.

    2015-01-01

    Background Fear of negative evaluation (FNE) defines social anxiety yet the process of inferring social evaluation, and its potential role in maintaining social anxiety, is poorly understood. We developed an instrumental learning task to model social evaluation learning, predicting that FNE would specifically bias learning about the self but not others. Methods During six test blocks (3 self-referential, 3 other-referential), participants (n = 100) met six personas and selected a word from a positive/negative pair to finish their social evaluation sentences “I think [you are / George is]…”. Feedback contingencies corresponded to 3 rules, liked, neutral and disliked, with P[positive word correct] = 0.8, 0.5 and 0.2, respectively. Results As FNE increased participants selected fewer positive words (β = −0.4, 95% CI −0.7, −0.2, p = 0.001), which was strongest in the self-referential condition (FNE × condition 0.28, 95% CI 0.01, 0.54, p = 0.04), and the neutral and dislike rules (FNE × condition × rule, p = 0.07). At low FNE the proportion of positive words selected for self-neutral and self-disliked greatly exceeded the feedback contingency, indicating poor learning, which improved as FNE increased. Conclusions FNE is associated with differences in processing social-evaluative information specifically about the self. At low FNE this manifests as insensitivity to learning negative self-referential evaluation. High FNE individuals are equally sensitive to learning positive or negative evaluation, which although objectively more accurate, may have detrimental effects on mental health. PMID:25853835

  4. Factors associated with agreement between self-perception and clinical evaluation of dental treatment needs in adults in Brazil and Minas Gerais.

    PubMed

    Nascimento, Alex Rodrigues do; Andrade, Fabíola Bof de; César, Cibele Comini

    2016-11-03

    This study sought to describe the agreement between self-perception and clinical evaluation of dental treatment needs in adults and analyze associated factors. The sample comprised adult individuals who took part in SBBrazil 2010 and SBMinas Gerais 2012. The study's outcome was agreement between self-perception and clinical evaluation of dental treatment needs. We used multiple Poisson regression in order to determine the factors associated with the outcome. Agreement between self-perception and clinical evaluation was 78.8% in Brazil and 73.8% in Minas Gerais. Clinical and self-reported oral health conditions that affect function and quality of life were associated with a higher agreement, while a recent visit to the dentist was associated with a lower agreement. Identifying associated factors may enable the development of questionnaires that favor correct self-perception regarding treatment needs.

  5. Self-compassion training modulates alpha-amylase, heart rate variability, and subjective responses to social evaluative threat in women

    PubMed Central

    Arch, Joanna J.; Brown, Kirk Warren; Dean, Derek J.; Landy, Lauren N.; Brown, Kimberley; Laudenslager, Mark L.

    2014-01-01

    A growing body of research has revealed that social evaluative stressors trigger biological and psychological responses that in chronic forms have been linked to aging and disease. Recent research suggests that self-compassion may protect the self from typical defensive responses to evaluation. We investigated whether brief training in self-compassion moderated biopsychological responses to the Trier Social Stress Test (TSST) in women. Compared to attention (placebo) and no-training control conditions, brief self-compassion training diminished sympathetic (salivary alpha-amylase), cardiac parasympathetic, and subjective anxiety responses, though not HPA-axis (salivary cortisol) responses to the TSST. Self-compassion training also led to greater self-compassion under threat relative to the control groups. In that social stress pervades modern life, self-compassion represents a promising approach to diminishing its potentially negative psychological and biological effects. PMID:24636501

  6. Empowerment Evaluation: A Form of Self-Evaluation.

    ERIC Educational Resources Information Center

    Fetterman, David M.

    Empowerment evaluation is an innovative approach that uses evaluation concepts and techniques to foster improvement and self-determination. Empowerment evaluation employs qualitative and quantitative methodologies. Although it can be applied to individuals and organizations, the usual focus is on programs. The value orientation of empowerment…

  7. Self-report measures among transplant candidates: the impact of evaluative situations.

    PubMed

    Putzke, J D; Boll, T J; Williams, M A; Benza, R C; Kirklin, J K; McGiffin, D C

    2001-03-01

    Experiment 1 was a between-subjects design comparing transplant candidates completing self-report measures under an evaluative versus an anonymous research condition. A cardiac disease group and a healthy community group served as controls. Transplant candidates in the anonymous research condition reported significantly more depression, anxiety, and negative affectivity as compared with transplant candidates in the evaluative condition and community controls. In contrast, the evaluative transplant group (a) did not differ from the community controls on any of the self-report measures, and (b) reported significantly less depression than cardiac disease controls. Experiment 2 was a within-subjects design with transplant candidates completing self-report measures under both an evaluative and an anonymous research condition. Significantly greater anxiety was reported under the anonymous research condition. Social desirability was significantly related to change in self-reported anxiety and depression across conditions, but was unrelated to change in endorsement of personality characteristics.

  8. Emotion regulation choice in an evaluative context: the moderating role of self-esteem.

    PubMed

    Shafir, Roni; Guarino, Tara; Lee, Ihno A; Sheppes, Gal

    2017-12-01

    Evaluative contexts can be stressful, but relatively little is known about how different individuals who vary in responses to self-evaluation make emotion regulatory choices to cope in these situations. To address this gap, participants who vary in self-esteem gave an impromptu speech, rated how they perceived they had performed on multiple evaluative dimensions, and subsequently chose between disengaging attention from emotional processing (distraction) and engaging with emotional processing via changing its meaning (reappraisal), while waiting to receive feedback regarding these evaluative dimensions. According to our framework, distraction can offer stronger short-term relief than reappraisal, but, distraction is costly in the long run relative to reappraisal because it does not allow learning from evaluative feedback. We predicted and found that participants with lower (but not higher) self-esteem react defensively to threat of failure by seeking short-term relief via distraction over the long-term benefit of reappraisal, as perceived failure increases. Implications for the understanding of emotion regulation and self-esteem are discussed.

  9. Weight bias internalization, core self-evaluation, and health in overweight and obese persons.

    PubMed

    Hilbert, Anja; Braehler, Elmar; Haeuser, Winfried; Zenger, Markus

    2014-01-01

    Weight bias has strong associations with psychopathology in overweight and obese individuals. However, self-evaluative processes, as conceptualized in the process model of self-stigma, and implications for other health-related outcomes, remain to be clarified. In a representative general population sample of N = 1158 overweight and obese individuals, the impact of core self-evaluation as a mediator between weight bias internalization and mental and global health outcomes as well as between weight bias internalization and health care utilization, was examined using structural equation modeling. In overweight and obese individuals, greater weight bias internalization predicted lower core self-evaluation, which in turn predicted greater depression and anxiety, lower global health, and greater health care utilization. These mediational associations were largely stable in subsample analyses and after controlling for sociodemographic variables. The results show that overweight and obese individuals with internalized weight bias are at risk for impaired health, especially if they experience low core self-evaluation, making them a group with which to target for interventions to reduce self-stigma. Weight bias internalization did not represent a barrier to health care utilization, but predicted greater health care utilization in association with greater health impairments. Copyright © 2013 The Obesity Society.

  10. Jealousy and the Characteristics of One's Rival: A Self-Evaluation Maintenance Perspective.

    ERIC Educational Resources Information Center

    DeSteno, David A.; Salovey, Peter

    1996-01-01

    Two studies provide support for a model of jealousy based on self-evaluation maintenance theory. Greater jealousy was reported when the domain of a rival's achievements was also a domain of high self-relevance to the participant. Notes sex differences in the impact of relationship partners on domains of self-definition. (LSR)

  11. Self-Study and Evaluation Guide/1968 Edition. Section D-3: Rehabilitation Centers.

    ERIC Educational Resources Information Center

    National Accreditation Council for Agencies Serving the Blind and Visually Handicapped, New York, NY.

    This self-study and evaluation guide on rehabilitation centers is one of 28 guides designed for organizations undertaking a self-study as part of the process for accreditation from the National Accreditation Council (NAC) for agencies serving the blind and visually handicapped. Provided are lists of standards to be appraised by the self-evaluation…

  12. Self-Assessment and Self-Evaluation in New Forms of Training Near the Workplace.

    ERIC Educational Resources Information Center

    Geldermann, Brigitte

    The project Self-Assessment and Self-Evaluation in New Forms of Training near the Workplace--A Step Towards the Learning Organisation was undertaken in Bavaria, Germany, to help companies begin the process of becoming learning organizations by helping workers manage their own learning. The project is based on the following principles and…

  13. An Evaluation of the Self-Efficacy Theory in Agricultural Education

    ERIC Educational Resources Information Center

    McKim, Aaron J.; Velez, Jonathan J.

    2016-01-01

    This research sought to evaluate the use of the self-efficacy theory in agricultural education. A total of 30 studies, published between 1997 and 2013 using self-efficacy as a theoretical foundation were compiled and analyzed. The findings of these studies were compared to expected outcomes identified by the self-efficacy theory, specifically the…

  14. Accuracy of Self-Evaluation in Adults with ADHD: Evidence from a Driving Study

    ERIC Educational Resources Information Center

    Knouse, Laura E.; Bagwell, Catherine L.; Barkley, Russell A.; Murphy, Kevin R.

    2005-01-01

    Research on children with ADHD indicates an association with inaccuracy of self-appraisal. This study examines the accuracy of self-evaluations in clinic-referred adults diagnosed with ADHD. Self-assessments and performance measures of driving in naturalistic settings and on a virtual-reality driving simulator are used to assess accuracy of…

  15. Comparing Skills-Focused and Self-Regulation Focused Preschool Curricula: Impacts on Academic and Self-Regulatory Skills

    ERIC Educational Resources Information Center

    Lonigan, Christopher J.; Phillips, Beth M.

    2012-01-01

    The primary goal of this study was to evaluate the relative effectiveness of a skills-focused preschool curriculum versus a curriculum designed to foster children's self-regulation skills. Additionally, the study was designed to evaluate if adding a self-regulation component to a skills-based curriculum would enhance children's outcomes in…

  16. "Get Out of My Home and Don't Come Back!" Empowering Women Through Self-Defense.

    PubMed

    Jordan, Jan; Mossman, Elaine

    2018-05-01

    Can self-defense courses empower those already victimized? This article explores the potential for self-defense courses to have specific efficacy in the prevention of intimate partner violence (IPV). It draws on interview ( n = 36) and pre- and postevaluation ( n = 44) data from two studies: (a) evaluation of a pilot study of a feminist empowerment self-defense course designed specifically for women's refuge/shelter clients (Violence Prevention Project [VPP]) and (b) evaluation of women's self-defense courses collected as part of a larger evaluation study (Skills for Safety). The overwhelmingly positive findings from both studies suggest greater consideration be offered to providing further collaborative refuge/self-defense courses for women victimized by IPV.

  17. Birth order and self-concept in adolescence.

    PubMed

    Gecas, V; Pasley, K

    1983-12-01

    The effect of birth order on self-concept was examined in a sample of adolescent boys and girls. Based upon self-theory, which suggests that the two main processes of self-concept formation (e.g., reflected appraisals and social comparisons) are affected by the power and role relationships associated with ordinal position in the family, several hypotheses were tested: (1) The self-evaluations of only and oldest children are more positive than those of younger siblings; (2) middle-borns have the lowest self-evaluations; (3) these relationships are affected by the sex and spacing of nearest sibling; and (4) the self-conceptions of oldest and only children are more similar to those of their parents than the self-conceptions of younger siblings and their parents. Using analysis of variance and several different measures of self-evaluation, very little support was found for any of these hypotheses. The strongest support was found for the hypothesis on middle-borns, but even these relationships were not large. Several explanations are offered for these weak and inconsistent findings.

  18. The mediating role of state maladaptive emotion regulation in the relation between social anxiety symptoms and self-evaluation bias.

    PubMed

    Sarfan, Laurel D; Cody, Meghan W; Clerkin, Elise M

    2018-03-16

    Although social anxiety symptoms are robustly linked to biased self-evaluations across time, the mechanisms of this relation remain unclear. The present study tested three maladaptive emotion regulation strategies - state post-event processing, state experiential avoidance, and state expressive suppression - as potential mediators of this relation. Undergraduate participants (N = 88; 61.4% Female) rated their social skill in an impromptu conversation task and then returned to the laboratory approximately two days later to evaluate their social skill in the conversation again. Consistent with expectations, state post-event processing and state experiential avoidance mediated the relation between social anxiety symptoms and worsening self-evaluations of social skill (controlling for research assistant evaluations), particularly for positive qualities (e.g. appeared confident, demonstrated social skill). State expressive suppression did not mediate the relation between social anxiety symptoms and changes in self-evaluation bias across time. These findings highlight the role that spontaneous, state experiential avoidance and state post-event processing may play in the relation between social anxiety symptoms and worsening self-evaluation biases of social skill across time.

  19. Self-evaluative and emotion processes linked with brooding rumination among adolescents

    PubMed Central

    Burwell, Rebecca A.

    2016-01-01

    Rumination has been linked with a number of deleterious outcomes, though relatively little is known about self-evaluative and emotion processes by which it develops. The current investigation uses a prospective, longitudinal design and self-report measures to examine the role of contingent self-worth, perfectionism, negative emotion beliefs, and suppression of negative emotion in predicting the development of brooding and reflective forms of rumination among 168 adolescents (98 girls, 79.6% European-American) undergoing the transition to high school (Mage = 13.58). Results of structural equation modeling indicate that self-evaluative vulnerability (i.e., self-worth contingencies, perfectionism) and negative emotion beliefs, but not the suppression of negative emotion, predict brooding (but not reflective) rumination. The current study demonstrates how brooding is intertwined with views of self and core assumptions about emotion. PMID:25900099

  20. [Satisfaction with body image in a universitary population of the Comunidad de Madrid].

    PubMed

    Téllez Suárez, Elena; Castillo Biscari, Ninfa; García Quesada, Sara; Yagüe Lobo, Isabel; Requena Angulo, María; Olmedilla Ishishi, Yoko Lucía; Arnoriaga Rodríguez, María; Andía Melero, Víctor Manuel

    2014-12-17

    To evaluate anthropometric characteristics and satisfaction with self body image in a group of university students. 64 university students from 21 to 25 years old, 36 females and 28 males, were studied. Body composition was evaluated by anthropometric data and bioimpedance. Satisfaction with body image was self evaluated by a score from 0 to 10. Mean BMI was 21.95 and fat mass 12.15 ± 5.27 Kg, greater in women. Satisfaction level was high, with a mean score of 7.15 + 1.15, only 3 participants rated themselves below 5 points. There were no differences between sexes and there was not correlation between self evaluation and anthropometric data in the whole group but, in women, an inverse correlation (r=-0.52) between self evaluation and BMI was observed. This correlation was lesser (r=-0.30) between self evaluation and fat mass percent. Anthropometric characteristics in the study population were appropriate, as reflected by the high level of satisfaction with their body images. Nevertheless, there is a trend towards a lower self evaluation at greater BMI in women. This trend is not so strong with greater fat mass percent, despite this parameter would represent more exactly the real body image. Copyright AULA MEDICA EDICIONES 2014. Published by AULA MEDICA. All rights reserved.

  1. Multimodal frontostriatal connectivity underlies individual differences in self-esteem

    PubMed Central

    Heatherton, Todd F.

    2015-01-01

    A heightened sense of self-esteem is associated with a reduced risk for several types of affective and psychiatric disorders, including depression, anxiety and eating disorders. However, little is known about how brain systems integrate self-referential processing and positive evaluation to give rise to these feelings. To address this, we combined diffusion tensor imaging (DTI) and functional magnetic resonance imaging (fMRI) to test how frontostriatal connectivity reflects long-term trait and short-term state aspects of self-esteem. Using DTI, we found individual variability in white matter structural integrity between the medial prefrontal cortex and the ventral striatum was related to trait measures of self-esteem, reflecting long-term stability of self-esteem maintenance. Using fMRI, we found that functional connectivity of these regions during positive self-evaluation was related to current feelings of self-esteem, reflecting short-term state self-esteem. These results provide convergent anatomical and functional evidence that self-esteem is related to the connectivity of frontostriatal circuits and suggest that feelings of self-worth may emerge from neural systems integrating information about the self with positive affect and reward. This information could potentially inform the etiology of diminished self-esteem underlying multiple psychiatric conditions and inform future studies of evaluative self-referential processing. PMID:24795440

  2. Longitudinal motivational predictors of dietary self-care and diabetes control in adults with newly diagnosed type 2 diabetes mellitus.

    PubMed

    Nouwen, Arie; Ford, Teri; Balan, Andreea Teodora; Twisk, Jos; Ruggiero, Laurie; White, David

    2011-11-01

    This prospective study examined relationships between constructs from social-cognitive theory (Bandura, 1986) and self-determination theory (Deci & Ryan, 1985; Deci & Ryan, 1991) and the diabetes outcomes of dietary self-care and diabetes control. Longitudinal data were collected from 237 people newly diagnosed with Type 2 diabetes who filled in questionnaires on dietary self-care, and motivational factors derived from social-cognitive theory and self-determination theory. Blood samples were taken to assess diabetes control (HbA1c). Repeated measurements were taken every 3-4 months for a total of five time points over 18 months. Predictor measures included autonomy support, autonomous and controlled motivation, amotivation, dietary self-efficacy, positive and negative outcome expectancies for dietary self-care and self-evaluation. Age, sex, BMI, and diabetes knowledge were included as control measures. Using Generalized Estimating Equations (GEE) analyses two models were tested: a standard model reflecting longitudinal associations between absolute values of predicted and outcome variables; and a change model examining motivational predictors of changes over time in diabetes outcomes of dietary self-care and diabetes control (HbA1c). Dietary self-care was longitudinally associated with self-efficacy, self-evaluation (the strongest predictor) autonomy support and autonomous motivation, but not with controlled motivation or outcome expectancies. Changes in dietary self-care were predicted by changes in self-efficacy, self-evaluation, and controlled motivation but not by changes in autonomous motivation or autonomy support. Negative outcome expectancies regarding diet were longitudinally associated with HbA1c, and changes in negative outcome expectancies predicted changes in HbA1c. However, there were indications that dietary self-care predicted changes in HbA1c. The results indicate that autonomy support, self-efficacy and, in particular, self-evaluation are key targets for interventions to improve dietary self-care. PsycINFO Database Record (c) 2011 APA, all rights reserved.

  3. Shyness and cognitions: an examination of Turkish university students.

    PubMed

    Koydemir, Selda; Demir, Ayhan

    2008-11-01

    The authors aimed to examine the relation between shyness and dysfunctional relationship beliefs and to extend findings of previous studies to understand the role of fear of negative evaluation and self-esteem in shyness. Participants were 415 Turkish undergraduate students at Middle East Technical University. The participants completed Turkish versions of the J. M. Cheek and A. H. Buss (1981) Shyness Scale, the Interpersonal Cognitive Distortions Scale (Z. Hamamci & S. Büyükoztürk, 2004) the Brief Fear of Negative Evaluation Scale (M. R. Leary, 1983), and the M. Rosenberg (1965) Self-Esteem Scale. Bivariate correlations showed that shyness had a significant positive correlation with unrealistic relationship expectations and interpersonal rejection. Fear of negative evaluation and self-esteem also had significant relations to shyness. A stepwise regression analysis indicated that fear of negative evaluation, self-esteem, and interpersonal rejection were significant predictors of shyness, and self-esteem was the best predictor. These results provided evidence of the role of distorted relationship beliefs, approval concerns, and self-evaluations in shyness for Turkish university students. The authors discuss the findings in terms of relevant literature and cultural issues.

  4. Development of a measure of student self-evaluation of physics exam performance

    NASA Astrophysics Data System (ADS)

    Hagedorn, Eric Anthony

    The central purpose of this study was to provide preliminary evidence of the reliability and validity of the SEVSI - P (Self- evaluation scaled instrument - physics). This instrument, designed to measure student self-evaluation of physics exam performance, was developed in congruence with social cognitive theory. Self-evaluation in this study is defined to consist of two of the three subprocesses of self-regulation: self-observation and judgmental process. As such, the SEVSI - P consists of two subscales, one measuring the frequency and types of self-observations made during a physics exam and one measuring the frequency and types of judgmental comparisons made after an exam. Data from 621 completed surveys, voluntarily taken by first semester algebra/trigonometry based physics students at six Midwestern universities and one Southern university, were analyzed for reliability and factorial validity. Cronbach alphas of .71 and .83 for the self-observation and judgment subscales, respectively, indicate acceptable reliability for the instrument. Confirmatory factor analysis indicates the acceptability of the hypothesis that the data analyzed could have indeed been obtained from the proposed two factor model (self-observation and judgment). The results of this confirmatory factor analysis provide preliminary construct validity for this instrument. A number of theoretically related items were included on the SEVSI - P form to elicity information about the use of goals and pre-planned strategies, actions taken in response to previous poor performances, and emotional responses to performance. A correlational analysis of these items along with the self-observation and judgment subscale scores provided a limited degree of convergent validity for the two subscales. Analyses of variance were done to determine the presence of differences in scoring patterns based on gender or reported ethnic origin. These results indicate slightly higher judgment subscale scores for women and members of minority groups. The implications of these differences are suggested as warranting future research. Future uses of the SEVSI - P include classroom use to assist students self-evaluate their exam performances in order to increase their achievement. Future research using the SEVSI - P to determine the causal relationships between self-evaluation, actual achievement, and other social cognitive constructs such as self-efficacy are suggested.

  5. Improved self-exclusion program: preliminary results.

    PubMed

    Tremblay, Nicole; Boutin, Claude; Ladouceur, Robert

    2008-12-01

    The gambling industry has offered self-exclusion programs for quite a long time. Such measures are designed to limit access to gaming opportunities and provide problem gamblers with the help they need to cease or limit their gambling behaviour. However, few studies have empirically evaluated these programs. This study has three objectives: (1) to observe the participation in an improved self-exclusion program that includes an initial voluntary evaluation, phone support, and a mandatory meeting, (2) to evaluate satisfaction and usefulness of this service as perceived by self-excluders, (3) to measure the preliminary impact of this improved program. One hundred sixteen self-excluders completed a questionnaire about their satisfaction and their perception of the usefulness during the mandatory meeting. Among those participants, 39 attended an initial meeting. Comparisons between data collected at the initial meeting and data taken at the final meeting were made for those 39 participants. Data showed that gamblers chose the improved self-exclusion program 75% of the time; 25% preferred to sign a regular self-exclusion contract. Among those who chose the improved service, 40% wanted an initial voluntary evaluation and 37% of these individuals actually attended that meeting. Seventy percent of gamblers came to the mandatory meeting, which was a required condition to end their self-exclusion. The majority of participants were satisfied with the improved self-exclusion service and perceived it as useful. Major improvements were observed between the final and the initial evaluation on time and money spent, consequences of gambling, DSM-IV score, and psychological distress. The applicability of an improved self-exclusion program is discussed and, as shown in our study, the inclusion of a final mandatory meeting might not be so repulsive for self-excluders. Future research directives are also proposed.

  6. Case-finding for cognitive impairment among people with Type 2 diabetes in primary care using the Test Your Memory and Self-Administered Gerocognitive Examination questionnaires: the Cog-ID study.

    PubMed

    Koekkoek, P S; Janssen, J; Kooistra, M; Biesbroek, J M; Groeneveld, O; van den Berg, E; Kappelle, L J; Biessels, G J; Rutten, G E H M

    2016-06-01

    To evaluate two cognitive tests for case-finding for cognitive impairment in older patients with Type 2 diabetes. Of 1243 invited patients with Type 2 diabetes, aged ≥70 years, 228 participated in a prospective cohort study. Exclusion criteria were: diagnosis of dementia; previous investigation at a memory clinic; and inability to write or read. Patients first filled out two self-administered cognitive tests (Test Your Memory and Self-Administered Gerocognitive Examination). Secondly, a general practitioner, blinded to Test Your Memory and Self-Administered Gerocognitive Examination scores, performed a structured evaluation using the Mini-Mental State Examination. Subsequently, patients suspected of cognitive impairment (on either the cognitive tests or general practitioner evaluation) and a random sample of 30% of patients not suspected of cognitive impairment were evaluated at a memory clinic. Diagnostic accuracy and area under the curve were determined for the Test Your Memory, Self-Administered Gerocognitive Examination and general practitioner evaluation compared with a memory clinic evaluation to detect cognitive impairment (mild cognitive impairment or dementia). A total of 44 participants were diagnosed with cognitive impairment. The Test Your Memory and Self-Administered Gerocognitive Examination questionnaires had negative predictive values of 81 and 85%, respectively. Positive predictive values were 39 and 40%, respectively. The general practitioner evaluation had a negative predictive value of 83% and positive predictive value of 64%. The area under the curve was ~0.70 for all tests. Both the tests evaluated in the present study can easily be used in case-finding strategies for cognitive impairment in patients with Type 2 diabetes in primary care. The Self-Administered Gerocognitive Examination had the best diagnostic accuracy and therefore we would have a slight preference for this test. Applying the Self-Administered Gerocognitive Examination would considerably reduce the number of patients in whom the general practitioner needs to evaluate cognitive functioning to tailor diabetes treatment. © 2015 Diabetes UK.

  7. Developing a Self-Report-Based Sequential Analysis Method for Educational Technology Systems: A Process-Based Usability Evaluation

    ERIC Educational Resources Information Center

    Lin, Yi-Chun; Hsieh, Ya-Hui; Hou, Huei-Tse

    2015-01-01

    The development of a usability evaluation method for educational systems or applications, called the self-report-based sequential analysis, is described herein. The method aims to extend the current practice by proposing self-report-based sequential analysis as a new usability method, which integrates the advantages of self-report in survey…

  8. Effects of Self-Evaluated Value and Cognition on Leisure Science Engagement

    ERIC Educational Resources Information Center

    Jack, Brady Michael; She, Hsiao-Ching; Lin, Huann-shyang

    2016-01-01

    This study uses the Taiwan Programme for International Student Assessment (PISA) 2006 Main Survey and Taiwan PISA 2015 Field Trial survey datasets to investigate how self-evaluated values (i.e. personal and general) and cognitive factors (i.e. self-efficacy and self-concept) of two groups of Taiwanese 15-year-old students separated by 8 years of…

  9. Self and Superior Assessment.

    DTIC Science & Technology

    1986-06-01

    model of the self-evaluation process as it differs from the evaluation process used by superiors. Symbolic Interactionism One view of self assessment is...supplied by the symbolic interactionists (Cooley, 1902; Head, 1934), who state that self perceptions are generated largely from individuals...disagreements remained even immediately after an appraisal interview in which a great deal of feedback was given. Research on the symbolic interactionist

  10. Do Self Concept Tests Test Self Concept? An Evaluation of the Validity of Items on the Piers Harris and Coopersmith Measures.

    ERIC Educational Resources Information Center

    Lynch, Mervin D.; Chaves, John

    Items from Peirs-Harris and Coopersmith self-concept tests were evaluated against independent measures on three self-constructs, idealized, empathic, and worth. Construct measurements were obtained with the semantic differential and D statistic. Ratings were obtained from 381 children, grades 4-6. For each test, item ratings and construct measures…

  11. Are We Practicing What We Are Preaching? An Evaluation of Self-Determination Instructional Components in IEPs at a Midwestern High School

    ERIC Educational Resources Information Center

    Lopez, Nancy; Stoner, Julia B.

    2017-01-01

    Promoting self-determination in students with disabilities is recognized as an integral component of education today. For most students with disabilities, self-determination should be addressed through instruction and in the Individualized Education Program (IEP). Yet, IEPs are rarely evaluated to determine if goals targeting self-determination…

  12. Improving Self-Determinations Skills in Secondary Students with High-Functioning Autism: An Evaluation Using the Self-Determined Learning Model of Instruction

    ERIC Educational Resources Information Center

    Wagner Cica, LeeAnn

    2017-01-01

    This research study investigates the use of the Self-Determined Learning Model of Instruction as a strategy to improve self-determination skills and workforce readiness skills for students' with Asperger syndrome and high-functioning autism spectrum disorder. This study evaluates the effectiveness of integrating SDLMI into classroom instruction to…

  13. Investigation of Stressful Experiences, Self-Evaluations, and Self-Standards as Predictors of Sexual Activity During Early Adolescence

    ERIC Educational Resources Information Center

    Waller, Erika M.; DuBois, David L.

    2004-01-01

    Stressful experiences, self-evaluations, and self-standards associated with multiple contexts of development (i.e., school, family, sports/athletics) were investigated as predictors of initiation of sexual activity during the transition to adolescence. A sample of 134 seventh and eighth graders was followed as part of a 4-wave, 2-year longitudinal…

  14. The neural signature of self-concept development in adolescence: The role of domain and valence distinctions.

    PubMed

    van der Cruijsen, R; Peters, S; van der Aar, L P E; Crone, E A

    2017-11-22

    Neuroimaging studies in adults showed that cortical midline regions including medial prefrontal cortex (mPFC) and posterior parietal cortex (PPC) are important in self-evaluations. The goals of this study were to investigate the contribution of these regions to self-evaluations in late childhood, adolescence, and early adulthood, and to examine whether these differed per domain (academic, physical and prosocial) and valence (positive versus negative). Also, we tested whether this activation changes across adolescence. For this purpose, participants between ages 11-21-years (N = 150) evaluated themselves on trait sentences in an fMRI session. Behaviorally, adolescents rated their academic traits less positively than children and young adults. The neural analyses showed that evaluating self-traits versus a control condition was associated with increased activity in mPFC (domain-general effect), and positive traits were associated with increased activity in ventral mPFC (valence effect). Self-related mPFC activation increased linearly with age, but only for evaluating physical traits. Furthermore, an adolescent-specific decrease in striatum activation for positive self traits was found. Finally, we found domain-specific neural activity for evaluating traits in physical (dorsolateral PFC, dorsal mPFC) and academic (PPC) domains. Together, these results highlight the importance of domain distinctions when studying self-concept development in late childhood, adolescence, and early adulthood. Copyright © 2017 The Authors. Published by Elsevier Ltd.. All rights reserved.

  15. A mentor-based portfolio program to evaluate pharmacy students' self-assessment skills.

    PubMed

    Kalata, Lindsay R; Abate, Marie A

    2013-05-13

    Objective. To evaluate pharmacy students' self-assessment skills with an electronic portfolio program using mentor evaluators. Design. First-year (P1) and second-year (P2) pharmacy students used online portfolios that required self-assessments of specific graded class assignments. Using a rubric, faculty and alumni mentors evaluated students' self-assessments and provided feedback. Assessment. Eighty-four P1 students, 74 P2 students, and 59 mentors participated in the portfolio program during 2010-2011. Both student groups performed well overall, with only a small number of resubmissions required. P1 students showed significant improvements across semesters for 2 of the self-assessment questions; P2 students' scores did not differ significantly. The P1 scores were significantly higher than P2 scores for 3 questions during spring 2011. Mentors and students had similar levels of agreement with the extent to which students put forth their best effort on the self-assessments. Conclusion. An electronic portfolio using mentors based inside and outside the school provided students with many opportunities to practice their self-assessment skills. This system represents a useful method of incorporating self-assessments into the curriculum that allows for feedback to be provided to the students.

  16. A Mentor-Based Portfolio Program to Evaluate Pharmacy Students’ Self-Assessment Skills

    PubMed Central

    Kalata, Lindsay R.

    2013-01-01

    Objective. To evaluate pharmacy students' self-assessment skills with an electronic portfolio program using mentor evaluators. Design. First-year (P1) and second-year (P2) pharmacy students used online portfolios that required self-assessments of specific graded class assignments. Using a rubric, faculty and alumni mentors evaluated students' self-assessments and provided feedback. Assessment. Eighty-four P1 students, 74 P2 students, and 59 mentors participated in the portfolio program during 2010-2011. Both student groups performed well overall, with only a small number of resubmissions required. P1 students showed significant improvements across semesters for 2 of the self-assessment questions; P2 students' scores did not differ significantly. The P1 scores were significantly higher than P2 scores for 3 questions during spring 2011. Mentors and students had similar levels of agreement with the extent to which students put forth their best effort on the self-assessments. Conclusion. An electronic portfolio using mentors based inside and outside the school provided students with many opportunities to practice their self-assessment skills. This system represents a useful method of incorporating self-assessments into the curriculum that allows for feedback to be provided to the students. PMID:23716749

  17. Family Housing Self-Help Program: Evaluation and Recommendations for Improvements.

    DTIC Science & Technology

    1986-07-01

    the Army Housing Management Division, Facilities Branch, Office of the Chief of Engineers (OCE), under reimbursable Work Unit QH5, " Family Housing Self...40-A171 466 FAMILY HOUSIN G SB -HEL PROGRAM: KVJ A I N 1/1 u NLASSIFIED L 86 CEI I -T-8 6 /901 IL H I LAl 51 , L 40-N1 L6 132 2= 1.25 LA.11...Laboratory July 1986 Family Housing Self-Help Evaluation and Improvement AD-A171 466 Family Housing Self-Help Program: Evaluation and Recommendations for

  18. 46 CFR 507.110 - Self-evaluation.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... BASIS OF HANDICAP IN PROGRAMS OR ACTIVITIES CONDUCTED BY THE FEDERAL MARITIME COMMISSION § 507.110 Self... modifications. (b) The agency shall provide an opportunity to interested persons, including handicapped persons or organizations representing handicapped persons, to participate in the self-evaluation process by...

  19. Self-informant Agreement for Personality and Evaluative Person Descriptors: Comparing Methods for Creating Informant Measures.

    PubMed

    Simms, Leonard J; Zelazny, Kerry; Yam, Wern How; Gros, Daniel F

    2010-05-01

    Little attention typically is paid to the way self-report measures are translated for use in self-informant agreement studies. We studied two possible methods for creating informant measures: (a) the traditional method in which self-report items were translated from the first- to the third-person and (b) an alternative meta-perceptual method in which informants were directed to rate their perception of the targets' self-perception. We hypothesized that the latter method would yield stronger self-informant agreement for evaluative personality dimensions measured by indirect item markers. We studied these methods in a sample of 303 undergraduate friendship dyads. Results revealed mean-level differences between methods, similar self-informant agreement across methods, stronger agreement for Big Five dimensions than for evaluative dimensions, and incremental validity for meta-perceptual informant rating methods. Limited power reduced the interpretability of several sparse acquaintanceship effects. We conclude that traditional informant methods are appropriate for most personality traits, but meta-perceptual methods may be more appropriate when personality questionnaire items reflect indirect indicators of the trait being measured, which is particularly likely for evaluative traits.

  20. Self-informant Agreement for Personality and Evaluative Person Descriptors: Comparing Methods for Creating Informant Measures

    PubMed Central

    Simms, Leonard J.; Zelazny, Kerry; Yam, Wern How; Gros, Daniel F.

    2011-01-01

    Little attention typically is paid to the way self-report measures are translated for use in self-informant agreement studies. We studied two possible methods for creating informant measures: (a) the traditional method in which self-report items were translated from the first- to the third-person and (b) an alternative meta-perceptual method in which informants were directed to rate their perception of the targets’ self-perception. We hypothesized that the latter method would yield stronger self-informant agreement for evaluative personality dimensions measured by indirect item markers. We studied these methods in a sample of 303 undergraduate friendship dyads. Results revealed mean-level differences between methods, similar self-informant agreement across methods, stronger agreement for Big Five dimensions than for evaluative dimensions, and incremental validity for meta-perceptual informant rating methods. Limited power reduced the interpretability of several sparse acquaintanceship effects. We conclude that traditional informant methods are appropriate for most personality traits, but meta-perceptual methods may be more appropriate when personality questionnaire items reflect indirect indicators of the trait being measured, which is particularly likely for evaluative traits. PMID:21541262

  1. 7 CFR Exhibit B-1 to Subpart I of... - Instructions for Preparation of Evaluation Report of Self-Help Technical Assistance Grants

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... to Subpart I of Part 1944—Instructions for Preparation of Evaluation Report of Self-Help Technical... 7 Agriculture 13 2013-01-01 2013-01-01 false Instructions for Preparation of Evaluation Report of Self-Help Technical Assistance Grants B Exhibit B-1 to Subpart I of Part 1944 Agriculture Regulations...

  2. 7 CFR Exhibit B-1 to Subpart I of... - Instructions for Preparation of Evaluation Report of Self-Help Technical Assistance Grants

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... to Subpart I of Part 1944—Instructions for Preparation of Evaluation Report of Self-Help Technical... 7 Agriculture 13 2014-01-01 2013-01-01 true Instructions for Preparation of Evaluation Report of Self-Help Technical Assistance Grants B Exhibit B-1 to Subpart I of Part 1944 Agriculture Regulations...

  3. 7 CFR Exhibit B-1 to Subpart I of... - Instructions for Preparation of Evaluation Report of Self-Help Technical Assistance Grants

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... to Subpart I of Part 1944—Instructions for Preparation of Evaluation Report of Self-Help Technical... 7 Agriculture 13 2012-01-01 2012-01-01 false Instructions for Preparation of Evaluation Report of Self-Help Technical Assistance Grants B Exhibit B-1 to Subpart I of Part 1944 Agriculture Regulations...

  4. Stability of Biases in Self-Evaluation and Relations to Well-Being among Elementary School Children

    ERIC Educational Resources Information Center

    Bouffard, Therese; Vezeau, Carole; Roy, Mathieu; Lengele, Aurelie

    2011-01-01

    This paper aims to investigate to what extent a bias in self-evaluation is an enduring characteristic among children, and whether there is a relationship between the trajectory of children's self-evaluation bias over a five-year period and their psychosocial adjustment. 462 children (200 boys) in Grade 3 (mean age=8.6 years old) or Grade 4 (mean…

  5. Self-Evaluation and Internal Review: An Aspect Report on Provision in Scotland's Colleges by HM Inspectors on Behalf of the Scottish Funding Council

    ERIC Educational Resources Information Center

    Education Scotland, 2011

    2011-01-01

    This report examines the contribution of self-evaluation to internal review processes in Scotland's colleges. It identifies the range of methodologies used by colleges, what makes these effective and what needs to improve further. It explores in particular, the extent to which self-evaluation has a positive impact on learners' experiences. The…

  6. You and me: Investigating the role of self-evaluative emotion in preschool prosociality.

    PubMed

    Ross, Josephine

    2017-03-01

    Self-evaluative emotions depend on internalized social standards and motivate social action. However, there is a lack of empirical research documenting the impact of self-evaluative emotion on 3- and 4-year-olds' prosociality. Extant research relates children's experiences of guilt to empathetic concern and making amends. However, the relationship between guilt and both concern and making amends is potentially reductive. Empathetic concern involves similar bodily expressions to guilt, and amend making is used to distinguish guilt from shame in children. This is the first study to relate the development of both positive and negative self-evaluative emotions to empathetic concern and prosocial choice (making amends and spontaneous help). Results confirm that the broad capacity for self-evaluative emotion is established during the preschool years and relates to empathetic concern. Moreover, these social emotions can be used to predict prosocial choice. Making amends was best predicted by empathetic concern and by children's responses to achievement (pride following success and lack of shame following failure). Alongside moral pride, pride in response to achievement and resilience to shame was also the best predictor of spontaneous help. The data support the idea that young children's prosocial choices may be partially driven by the affective drive to maintain an "ideal" self. Psychologists have emphasized that in order to be adaptive, self-evaluative emotion should be guilt oriented rather than shame oriented. However, the adaptive role of pride has been neglected. We call on future research to redress the focus on negative self-evaluation in moral development and further explore the prosocial potential of pride. Copyright © 2016 Elsevier Inc. All rights reserved.

  7. Conditions associated with wandering in people with dementia from the viewpoint of self-awareness: five case reports.

    PubMed

    Yokoi, Teruo; Aoyama, Keiji; Ishida, Kie; Okamura, Hitoshi

    2012-05-01

    The conditions associated with wandering in people with dementia include purposeless activity, purposeful actions, irritation, and symptoms of depression. The words and actions of 5 people admitted to long-term health care facilities who often exhibited wandering behavior were observed, and the above conditions were studied based on our self-awareness model (consisting of "theory of mind," "self-evaluation," and "self-consciousness"). One person who had not passed the theory of mind task but had passed the self-evaluation task was aware of her wandering. However, she could not understand where she wanted to go or for what purpose. Four persons who had not passed the self-evaluation tasks were not aware of their wandering and had no purpose for their wandering.

  8. Self-evaluative and emotion processes linked with brooding rumination among adolescents.

    PubMed

    Burwell, Rebecca A

    2015-06-01

    Rumination has been linked with a number of deleterious outcomes, though relatively little is known about self-evaluative and emotion processes by which it develops. The current investigation uses a prospective, longitudinal design and self-report measures to examine the role of contingent self-worth, perfectionism, negative emotion beliefs, and suppression of negative emotion in predicting the development of brooding and reflective forms of rumination among 168 adolescents (98 girls, 79.6% European-American) undergoing the transition to high school (Mage = 13.58). Results of structural equation modeling indicate that self-evaluative vulnerability (i.e., self-worth contingencies, perfectionism) and negative emotion beliefs, but not the suppression of negative emotion, predict brooding (but not reflective) rumination. The current study demonstrates how brooding is intertwined with views of self and core assumptions about emotion. Copyright © 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

  9. Effectiveness of online education in teaching breast self- examination.

    PubMed

    Tuna, Arzu; Avdal, Elif Unsal; Yucel, Sebnem Cinar; Dal, Nursel Alp; Dicle, Aklime; Ozkan, Arife; Sezgin, Handan; Gumus, Aysun Babacan; Turgay, Ayse San; Degirmenci, Mustafa

    2014-01-01

    This research evaluated the effectiveness of an online education model in teaching breast self- examination to university staff and students. 1,679 women participated in a breast self-examination online training program. Breast self-examination knowledge evaluation forms developed by Maurer (1997) were used in the research and were evaluated on a 100 point scale. Paired t-test and McNemar's Test statistics were employed. The participants scored an average of 46.5 (14.0%) on knowledge on breast self-examination before training, but 77.4 (11.0%) one month after education and 76.7 (9.52%) after six months. There was a clear significant difference between these knowledge levels (p<0.05). Similarly, while the rate for systematic practice of breast self-examination among women was 30.8% before training it increased to 47.8% afterwards. Again the difference was significant (p<0.05). Online education is an effective method for teaching breast self-examination to women.

  10. Cognitive therapy for punishment paranoia: a single case experiment.

    PubMed

    Chadwick, P; Trower, P

    1996-04-01

    There is growing agreement that at least certain kinds of delusions defend against negative self-evaluation, and in consequence that cognitive therapy for delusions needs to address issues of self-evaluation more explicitly. However, in practice it can be difficult to enable clients to see the connection between delusions and self-esteem. The present single-case study exemplifies the conceptual and practical application of cognitive therapy for individuals who are both paranoid and have strong negative self-evaluative beliefs. A multiple-baseline approach is used, whereby one man's negative self-evaluative belief and two paranoid delusions are challenged sequentially. Conviction in two of the three beliefs changes at the point of intervention; conviction in the third changes prior to intervention. We discuss the details of the case, as well as the wider implications for cognitive approaches to delusions.

  11. Examining the scope and patterns of deliberate self-injurious cutting content in popular social media.

    PubMed

    Miguel, Elizabeth M; Chou, Tommy; Golik, Alejandra; Cornacchio, Danielle; Sanchez, Amanda L; DeSerisy, Mariah; Comer, Jonathan S

    2017-09-01

    Social networking services (SNS) have rapidly become a central platform for adolescents' social interactions and media consumption patterns. The present study examined a representative sample of publicly accessible content related to deliberate self-injurious cutting across three SNS platforms: Twitter, Tumblr, and Instagram. Data collection simulated searches for publicly available deliberate self-injury content on Twitter, Tumblr, and Instagram. Over a six-month period at randomly generated time points, data were obtained by searching "#cutting" on each SNS platform and collecting the first 10 posts generated. Independent evaluators coded posts for presence of the following: (a) graphic content, (b) negative self-evaluations, (c) references to mental health terms, (d) discouragement of deliberate self-injury, and (e) recovery-oriented resources. Differences across platforms were examined. Data collection yielded a sample of 1,155 public posts (770 of which were related to mental health). Roughly 60% of sampled posts depicted graphic content, almost half included negative self-evaluations, only 9.5% discouraged self-injury, and <1% included formal recovery resources. Instagram posts displayed the greatest proportion of graphic content and negative self-evaluations, whereas Twitter exhibited the smallest proportion of each. Findings characterize the graphic nature of online SNS deliberate self-injury content and the relative absence of SNS-posted resources for populations seeking out deliberate self-injurious cutting content. Mental health professionals must recognize the rapidly changing landscape of adolescent media consumption, influences, and social interaction as they may pertain to self-harm patterns. © 2017 Wiley Periodicals, Inc.

  12. The effect of two kinds of role playing on self-evaluation of improved assertiveness.

    PubMed

    Kipper, D A

    1992-03-01

    The study investigated the "differential effect of role-playing enactments" hypothesis through self-evaluations of improvement in assertiveness by participants in an assertive training program. Twenty-two nonassertive Israeli students were trained in two groups: mimetic-replications (action modeling, n = 12) and spontaneous (self-produced action, n = 10) role-playing interventions. Comparisons of their scores on the Self-Expression College Scale (CSES) before and after the training showed that both groups significantly improved their self-evaluations, but the mimetic-replication group did better. In particular, this group scored significantly higher on the CSES first factor (the willingness to take risks in situations that involved other, significant persons).

  13. 22 CFR 1103.110 - Self-evaluation.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 22 Foreign Relations 2 2010-04-01 2010-04-01 true Self-evaluation. 1103.110 Section 1103.110 Foreign Relations INTERNATIONAL BOUNDARY AND WATER COMMISSION, UNITED STATES AND MEXICO, UNITED STATES... INTERNATIONAL BOUNDARY AND WATER COMMISSION, UNITED STATES AND MEXICO, UNITED STATES SECTION § 1103.110 Self...

  14. An evaluation of self-esteem and quality of life in orthodontic patients: effects of crowding and protrusion.

    PubMed

    Jung, Min-Ho

    2015-09-01

    To evaluate the effect of dental crowding and lip protrusion on self-esteem and quality of life (QOL) in female orthodontic patients with Class I malocclusion. The study sample consisted of 201 patients (mean age 22.6 ± 3.0 years) who sought orthodontic treatment. All the patients were evaluated before treatment in terms of their degree of dental crowding and lip protrusion. Rosenberg's Self-Esteem Scale and the Orthognathic Quality of Life Questionnaire (OQLQ) were used to determine self-esteem and QOL and to evaluate whether these values were related to malocclusion severity. The results indicated that severe crowding and severe protrusion can result in lower self-esteem and poorer QOL (P < .05) than mild crowding and protrusion in Class I malocclusion. In the oral function component of the OQLQ, the severity of protrusion did not have significant effect. In Class I malocclusion, patients with mild crowding or protrusion had significantly better self-esteem and QOL scores than severe crowding or protrusion patients.

  15. Self-Concept in Toddlers.

    ERIC Educational Resources Information Center

    DesRosiers, Fabiana S.; Busch-Rossnagel, Nancy A.

    1997-01-01

    Describes aspects of self-concept that develop in toddlerhood: (1) self-recognition; (2) self-representation; (3) self-description; (4) self-assertion; (5) self-evaluation; and (6) self-regulation. Intervention ideas for children with special needs are presented based on three dimensions of the socializing environment: provision of inanimate…

  16. RELATIONSHIPS BETWEEN IDENTITY AND ACADEMIC MOTIVATION.

    PubMed

    Matsushima, Rumi; Ozaki, Hitomi

    2015-08-01

    This study examined university students' academic motivation, focusing on individual differences in their sense of identity. The participants were 109 female Japanese students from two private universities (age range = 19-22 yr., M = 19.3, SD = 0.6). They completed four scales: the Multidimensional Ego Identity Scale, the Scale of Students' Attitude Toward Their Classes, the Academic Motivation Inventory, and the Scale of Lecture Self-Evaluation. Correlational analyses assessed the relationships between subscales. Then, path analysis was conducted to evaluate whether sense of identity affected attitude toward classes, academic motivation, and lecture self-evaluation. Differences particularly in psychosocial identity and self-identity accounted for significant variance in the students' attitudes toward classes, academic motivation, and lecture self-evaluation.

  17. Thinking strategies of baccalaureate nursing students prompted by self-regulated learning strategies.

    PubMed

    Kuiper, RuthAnne; Murdock, Nancy; Grant, Nancy

    2010-08-01

    The standard in nursing education today is to prepare nurses for future practice through generic programs with a culminating practicum experience. The clinical faculty in this program was interested in evaluating differences in student thinking strategies that occurred as a result of an increase from 60 to 120 clinical hours, coupled with reflective journaling. The Self-Regulated Learning model was used as a conceptual support for the journaling prompts, as well as a structure for narrative analysis. the 120-hour practicum group revealed a greater use of metacognitive self-evaluation strategies versus greater use of behavioral self-monitoring strategies by the 60-hour practicum group. This finding suggests that although self-observation and self-monitoring are important and desired thinking habits to develop in nursing students, an increase to 120 hours is beneficial. It promotes a greater use of self-evaluation of thinking and greater levels of self-efficacy in making decisions to solve clinical problems.

  18. Self-Concept Disconfirmation, Psychological Distress, and Marital Happiness.

    ERIC Educational Resources Information Center

    Schafer, Robert B.; And Others

    1996-01-01

    Uses self-verification and self-discrepancy theories to test a model of subjective and objective self-disconfirmation, self-efficacy, depression, and marital happiness. Expands issues of self-validation by evaluating self-efficacy in the relationship between self-disconfirmation and depression, and the effect of self-concept disconfirmation of…

  19. Delighted when Approved by Others, to Pieces when Rejected: Children's Social Anxiety Magnifies the Linkage between Self- and Other-Evaluations

    ERIC Educational Resources Information Center

    Reijntjes, Albert; Thomaes, Sander; Boelen, Paul; van der Schoot, Menno; de Castro, Bram Orobio; Telch, Michael J.

    2011-01-01

    Background: Socially anxious children tend to attach great importance to others' evaluations of them. However, the extent to which they base their momentary feelings of self-worth (i.e., state self-esteem) on social (dis)approval is unclear. It is also unclear whether this exceedingly approval-based self-esteem is a common correlate of social…

  20. The Relationship between Core Self-Evaluations and Work and Family Satisfaction: The Mediating Role of Work-Family Conflict and Facilitation

    ERIC Educational Resources Information Center

    Boyar, Scott L.; Mosley, Donald C., Jr.

    2007-01-01

    This study examines the impact of work-family conflict and work-family facilitation on work and family outcomes and explores the influence of core self-evaluations (CSE) among these relationships. CSE is comprised of self-esteem, neuroticism, locus of control, and general self-efficacy. CSE was found to be negatively related to work interfering…

  1. Self-Regulated Assignment Attack Strategy: Evaluating the Effects of a Classroom-Level Intervention on Student Management of Curricular Activities in a Resource Context

    ERIC Educational Resources Information Center

    Ness, Bryan M.; Sohlberg, McKay Moore

    2013-01-01

    The purpose of this study was to evaluate the impact of a classroom-based strategy instruction package grounded in self-regulated learning. The Self-Regulated Assignment Attack Strategy (SAAS) targeted self-regulation of assignment management and related academic-behavioral variables for 6th grade students in resource support classrooms. SAAS was…

  2. Self-Esteem, Self-Focused Attention, and the Mediating Role of Fear of Negative Evaluation in College Students with and without Asthma

    ERIC Educational Resources Information Center

    Junghans-Rutelonis, Ashley N.; Suorsa, Kristina I.; Tackett, Alayna P.; Burkley, Edward; Chaney, John M.; Mullins, Larry L.

    2015-01-01

    Objective: The current study investigated the mediating role of fear of negative evaluation on the relationship between self-focused attention and self-esteem among college students with and without asthma. Participants: Young adults with (n = 148) and without (n = 530) childhood-onset asthma were recruited from a college student population.…

  3. Nursing students' self-evaluation using a video recording of foley catheterization: effects on students' competence, communication skills, and learning motivation.

    PubMed

    Yoo, Moon Sook; Yoo, Il Young; Lee, Hyejung

    2010-07-01

    An opportunity for a student to evaluate his or her own performance enhances self-awareness and promotes self-directed learning. Using three outcome measures of competency of procedure, communication skills, and learning motivation, the effects of self-evaluation using a video recording of the student's Foley catheterization was investigated in this study. The students in the experimental group (n = 20) evaluated their Foley catheterization performance by reviewing the video recordings of their own performance, whereas students in the control group (n = 20) received written evaluation guidelines only. The results showed that the students in the experimental group had better scores on competency (p < 0.001), communication skills (p < 0.001), and learning motivation (p = 0.018) than the control group at the post-test, which was conducted 8 weeks after the pretest. Self-awareness of one's own performance developed by reviewing a videotape appears to increase the competency of clinical skills in nursing students. Copyright 2010, SLACK Incorporated.

  4. Research progress of nano self - cleaning anti-fouling coatings

    NASA Astrophysics Data System (ADS)

    Liu, Y.; Zhao, Y. J.; Teng, J. L.; Wang, J. H.; Wu, L. S.; Zheng, Y. L.

    2018-01-01

    There are many methods of evaluating the performance of nano self-cleaning anti-fouling coatings, such as carbon blacking method, coating reflection coefficient method, glass microbead method, film method, contact angle and rolling angle method, organic degradation method, and the application of performance evaluation method in self-cleaning antifouling coating. For the more, the types of nano self-cleaning anti-fouling coatings based on aqueous media was described, such as photocatalytic self-cleaning coatings, silicone coatings, organic fluorine coatings, fluorosilicone coatings, fluorocarbon coatings, polysilazane self-cleaning coatings. The research and application of different kinds of nano self-cleaning antifouling coatings are anlysised, and the latest research results are summed.

  5. Evaluating brief motivational and self-regulatory hand hygiene interventions: a cross-over longitudinal design.

    PubMed

    Lhakhang, Pempa; Lippke, Sonia; Knoll, Nina; Schwarzer, Ralf

    2015-02-04

    Frequent handwashing can prevent infections, but non-compliance to hand hygiene is pervasive. Few theory- and evidence-based interventions to improve regular handwashing are available. Therefore, two intervention modules, a motivational and a self-regulatory one, were designed and evaluated. In a longitudinal study, 205 young adults, aged 18 to 26 years, were randomized into two intervention groups. The Mot-SelfR group received first a motivational intervention (Mot; risk perception and outcome expectancies) followed by a self-regulatory intervention (SelfR; perceived self-efficacy and planning) 17 days later. The SelfR-Mot group received the same two intervention modules in the opposite order. Follow-up data were assessed 17 and 34 days after the baseline. Both intervention sequences led to an increase in handwashing frequency, intention, self-efficacy, and planning. Also, overall gains were found for the self-regulatory module (increased planning and self-efficacy levels) and the motivational module (intention). Within groups, the self-regulatory module appeared to be more effective than the motivational module, independent of sequence. Self-regulatory interventions can help individuals to exhibit more handwashing. Sequencing may be important as a motivation module (Mot) first helps to set the goal and a self-regulatory module (SelfR) then helps to translate this goal into actual behavior, but further research is needed to evaluate mechanisms.

  6. Multimodal frontostriatal connectivity underlies individual differences in self-esteem.

    PubMed

    Chavez, Robert S; Heatherton, Todd F

    2015-03-01

    A heightened sense of self-esteem is associated with a reduced risk for several types of affective and psychiatric disorders, including depression, anxiety and eating disorders. However, little is known about how brain systems integrate self-referential processing and positive evaluation to give rise to these feelings. To address this, we combined diffusion tensor imaging (DTI) and functional magnetic resonance imaging (fMRI) to test how frontostriatal connectivity reflects long-term trait and short-term state aspects of self-esteem. Using DTI, we found individual variability in white matter structural integrity between the medial prefrontal cortex and the ventral striatum was related to trait measures of self-esteem, reflecting long-term stability of self-esteem maintenance. Using fMRI, we found that functional connectivity of these regions during positive self-evaluation was related to current feelings of self-esteem, reflecting short-term state self-esteem. These results provide convergent anatomical and functional evidence that self-esteem is related to the connectivity of frontostriatal circuits and suggest that feelings of self-worth may emerge from neural systems integrating information about the self with positive affect and reward. This information could potentially inform the etiology of diminished self-esteem underlying multiple psychiatric conditions and inform future studies of evaluative self-referential processing. © The Author (2014). Published by Oxford University Press. For Permissions, please email: journals.permissions@oup.com.

  7. Individual self > relational self > collective self-But why? Processes driving the self-hierarchy in self- and person perception.

    PubMed

    Nehrlich, Andreas D; Gebauer, Jochen E; Sedikides, Constantine; Abele, Andrea E

    2018-03-25

    The self has three parts: individual, relational, and collective. Typically, people personally value their individual self most, their relational self less, and their collective self least. This self-hierarchy is consequential, but underlying processes have remained unknown. Here, we propose two process accounts. The content account draws upon selves' agentic-communal content, explaining why the individual self is preferred most. The teleology account draws upon selves' instrumentality for becoming one's personal ideal, explaining why the collective self is preferred least. In Study 1 (N = 200, 45% female, M age  = 32.9 years, 79% Caucasian), participants listed characteristics of their three selves (individual, relational, collective) and evaluated those characteristics in seven preference tasks. Additionally, we analyzed the characteristics' agentic-communal content, and participants rated their characteristics' teleological instrumentality. Study 2 (N = 396, 55% female, M age  = 34.5 years, 76% Caucasian) used identical methodology and featured an additional condition, where participants evaluated the selves of a friend. Study 1 reconfirmed the self-hierarchy and supported both process accounts. Study 2 replicated and extended findings. As hypothesized, when people evaluate others' selves, a different self-hierarchy emerges (relational > individual > collective). This research pioneers process-driven explanations for the self-hierarchy, establishing why people prefer different self-parts in themselves than in others. © 2018 Wiley Periodicals, Inc.

  8. Measurement of self-evaluative motives: a shopping scenario.

    PubMed

    Wajda, Theresa A; Kolbe, Richard; Hu, Michael Y; Cui, Annie Peng

    2008-08-01

    To develop measures of consumers' self-evaluative motives of Self-verification, Self-enhancement, and Self-improvement within the context of a mall shopping environment, an initial set of 49 items was generated by conducting three focus-group sessions. These items were subsequently converted into shopping-dependent motive statements. 250 undergraduate college students responded on a 7-point scale to each statement as these related to the acquisition of recent personal shopping goods. An exploratory factor analysis yielded five factors, accounting for 57.7% of the variance, three of which corresponded to the Self-verification motive (five items), Self-enhancement motive (three items), and Self-improvement motive (six items). These 14 items, along with 9 reconstructed items, yielded 23 items retained and subjected to additional testing. In a final round of data collection, 169 college students provided data for exploratory factor analysis. 11 items were used in confirmatory factor analysis. Analysis indicated that the 11-item scale adequately captured measures of the three self-evaluative motives. However, further data reduction produced a 9-item scale with marked improvement in statistical fit over the 11-item scale.

  9. An Evaluation of Student Self-Esteem in Scarborough Schools. Scarborough's Co-operative Evaluation and Development of School Systems (CEDSS) Project. Internal Evaluation Report No. 8.

    ERIC Educational Resources Information Center

    Wideman, Marilyn E.

    This document contains an internal investigation of students' self-esteem in the Scarborough, Ontario school sytem undertaken because of the emphasis that the school system places on students' self-esteem as a predictor of academic achievement. A chapter on the research plan presents descriptions of the population, sample selection, choice of…

  10. The Etiology of Mathematical Self-Evaluation and Mathematics Achievement: Understanding the Relationship Using a Cross-Lagged Twin Study from Ages 9 to 12

    ERIC Educational Resources Information Center

    Luo, Yu L. L.; Kovas, Yulia; Haworth, Claire M. A.; Plomin, Robert

    2011-01-01

    The genetic and environmental origins of individual differences in mathematical self-evaluation over time and its association with later mathematics achievement were investigated in a UK sample of 2138 twin pairs at ages 9 and 12. Self-evaluation indexed how good children think they are at mathematical activities and how much they like those…

  11. [Opinions of clients on vocational rehabilitation organized by the State Social Security Institute of Iceland.].

    PubMed

    Thorlacius, Sigurður; Guðmundsson, Gunnar Kr; Jónsson, Friðrik H

    2002-09-01

    Evaluation of opinions of those evaluated by a multidisciplinary team on the evaluation, vocational rehabilitation they participated in and on the effect of the process on their self-confidence and self-reliance. The Institute of Social Sciences carried out a telephone survey in October 2001, where it was attempted to contact the 109 individuals evaluated for rehabilitation potential by a multidisciplinary team in the year 2000. The data was analysed using descriptive statistics. 83 (76.1%) replied. After the evaluation 40 individuals were referred to vocational rehabilitation for approximately 2 months in a rehabilitation clinic; 19 were referred to a 6 week personal computer training at a vocational rehabilitation centre and 15 to a longer (usually 18 months) rehabilitation program in the same centre. Approximately 80% were content with the vocational rehabilitation offered. 54% of those evaluated by the multidisciplinary team said that it had been useful for them to meet the members of the team and 59% said that the team had informed them on resources they had not been aware of. Approximately half of the participants said that their self-confidence and self-reliance had increased. Approximately 80% of the participants were content with the vocational rehabilitation offered and approximately 50% had gained more self-confidence and self-reliance.

  12. Measurement issues in the evaluation of chronic disease self-management programs.

    PubMed

    Nolte, Sandra; Elsworth, Gerald R; Newman, Stanton; Osborne, Richard H

    2013-09-01

    To provide an in-depth analysis of outcome measures used in the evaluation of chronic disease self-management programs consistent with the Stanford curricula. Based on a systematic review on self-management programs, effect sizes derived from reported outcome measures are categorized according to the quality of life appraisal model developed by Schwartz and Rapkin which classifies outcomes from performance-based measures (e.g., clinical outcomes) to evaluation-based measures (e.g., emotional well-being). The majority of outcomes assessed in self-management trials are based on evaluation-based methods. Overall, effects on knowledge--the only performance-based measure observed in selected trials--are generally medium to large. In contrast, substantially more inconsistent results are found for both perception- and evaluation-based measures that mostly range between nil and small positive effects. Effectiveness of self-management interventions and resulting recommendations for health policy makers are most frequently derived from highly variable evaluation-based measures, that is, types of outcomes that potentially carry a substantial amount of measurement error and/or bias such as response shift. Therefore, decisions regarding the value and efficacy of chronic disease self-management programs need to be interpreted with care. More research, especially qualitative studies, is needed to unravel cognitive processes and the role of response shift bias in the measurement of change.

  13. Self-Paced Economics Instruction: A Large-Scale Disaggregated Evaluation

    ERIC Educational Resources Information Center

    Soper, John C.; Thorton, Richard M.

    1976-01-01

    This paper reports on an evaluation of the Sterling Institute self-paced macroeconomics course at Northern Illinois University. Results show that a completely self-paced teaching format for macroeconomics is inferior to a well-directed, concept-oriented, graduate-student instructed, lecture-discussion taught course. (Author/RM)

  14. The role of self-determined motivation in the understanding of exercise-related behaviours, cognitions and physical self-evaluations.

    PubMed

    Thøgersen-Ntoumani, Cecilie; Ntoumanis, Nikos

    2006-04-01

    Grounded in self-determination theory (Deci & Ryan, 1985), the purpose of the present study was to examine whether amotivation, self-determined and controlling types of motivation could predict a range of exercise-related behaviours, cognitions and physical self-evaluations. Exercisers (n = 375) from ten health clubs in the North of England completed questionnaires measuring exercise motivation, exercise stages of change, number of relapses from exercise, future intention to exercise, barriers self-efficacy, physical self-worth and social physique anxiety. Controlling for age and sex, multiple and logistic regression analyses supported our hypotheses by showing self-determined motivation (i.e. intrinsic motivation and identified regulation) to predict more adaptive behavioural, cognitive and physical self-evaluation patterns than external regulation and amotivation. Introjected regulation was related to both adaptive and maladaptive outcomes. Furthermore, a multivariate analysis of variance revealed that exercisers in the maintenance stage of change displayed significantly more self-determined motivation to exercise than those in the preparation and action stages. The results illustrate the importance of promoting self-determined motivation in exercisers to improve the quality of their experiences, as well as to foster their exercise behaviour. Future research should examine the mechanisms that promote self-determined motivation in exercise.

  15. The mediating effect of self-evaluation bias of competence on the relationship between parental emotional support and children's academic functioning.

    PubMed

    Côté, Sébastien; Bouffard, Thérèse; Vezeau, Carole

    2014-09-01

    It is well established that children's self-evaluation bias of competence is related to the quality of parent-child emotional relationship. Such biases are linked to children's academic functioning and achievement. Links have also been established between the quality of parent-child emotional relationship and children's academic functioning. No study has yet explored how the effects of children's emotional relationship with their parents and children's self-evaluation bias combine to explain their academic functioning. The first goal was to examine whether the quality of parental emotional support reported by both children and parents was related to the children's self-evaluation bias of competence. The second goal was to examine the relationships between children's and parents' reports of emotional support, and children's academic functioning as measured by teachers' report of their motivation, self-regulation of school activities, and academic achievement. The third goal was to determine whether a children's self-evaluation bias mediated the relationship between parental emotional support and academic functioning. In a 2-year longitudinal design, participants were 524 elementary pupils (grades 4 and 5), one of their parents, and their teachers. Our results indicated that a bias in self-evaluation in the first year of the study mediated the relationship between the quality of parental emotional support assessed at the first year and their school functioning evaluated by their teacher 1 year later. The mediational model received clear support when it refers to the emotional support reported by children, but mixed support when reported by parents. © 2014 The British Psychological Society.

  16. The value of videotape in mock oral board examinations.

    PubMed

    Kozol, Robert; Giles, Matthew; Voytovich, Anthony

    2004-01-01

    To determine the impact on self-perception, of having residents view their own performance (taped) on mock oral board examinations. Self-evaluation-intervention-self-evaluation design. Third-, fourth-, and fifth-year residents evaluated themselves after each examination(room) during mock oral examinations. Residents reviewed the examination on videotape and re-evaluated themselves. University Medical Center. Twenty surgical residents from the third, fourth, and fifth years of training. Mean scores in 6 categories based on a 5-point Likert scale. Scores by examiners plus pre- and post-video viewing self-scores were compared. We found that residents consistently underestimated their performance on the examination. Viewing their videotapes resulted in revised self-scores, which were more consistent with scores of the examiners. All scores will be presented in sequence as follows: Mean score by examiners, mean self-score pre-tape viewing and mean self-score post-tape viewing. For professionalism, scores were 4.63, 4.15, and 4.43, p = 0.047. For organization, 3.91, 3.27, and 3.63, p = 0.007. For decision making, 4.02, 3.42, and 3.72, p = 0.033. P-values reflect the comparison of resident self-scores pre- and post-tape viewing. Analysis of variance comparison of scores in various rooms (different examiners) revealed no significant difference in scores based on rooms (different examiners). Evaluations according to rooms (different examiners) were not statistically different, supporting inter-rater reliability. There was consistent improvement in knowledge and decision making with advanced years of training, supporting internal validity of the examination. Videotape viewing results in revised resident self-scores, which are more consistent with scores given by the examiners. Tape viewing significantly affected resident self-scores in professionalism, organization, and decision-making.

  17. Self Care

    MedlinePlus

    ... Beth Israel Heart Disease Diabetes Chronic Pain New Approaches to Chronic Disease Self Assessment Self Care Connections Experiences Research Learning Evaluation Print Email Self Care If you are ...

  18. The effect of malocclusion and self-perceived aesthetics on the self-esteem of a sample of Jordanian adolescents.

    PubMed

    Badran, Serene Adnan

    2010-12-01

    The aims of this study were to evaluate the effect of normative treatment need, perceived social impact of malocclusion and satisfaction with dental appearance on self-perceived treatment need, self-perceived aesthetics, and self-esteem; the influence of self-perceived need and aesthetics on self-esteem; and whether receipt of orthodontic treatment influences self-esteem. A questionnaire was administered to a random sample of 410 students (195 males and 215 females) aged 14-16 years. Self-esteem was measured using the Global Negative Self-Evaluation (GSE) scale. The Aesthetic and Dental Health Components (AC and DHC) of the Index of Orthodontic Treatment Need (IOTN) were used to assess orthodontic treatment need. Students' AC scores determined their self-perceived dental aesthetics. Spearman correlation coefficient was used to analyse the association between all variables, and multiple stepwise regression analysis to study the effect of independent variables on self-perceived need for treatment, self-perceived aesthetics, and self-esteem. A correlation existed between the students' and examiner's AC scores (P < 0.01); however, students were less critical in evaluating their aesthetic appearance. Students who perceived themselves in need of treatment had a great need for treatment, as assessed by the DHC and the AC of the IOTN (r = 0.421 and 0.489, respectively), were dissatisfied with their dental appearance (r = 0.542) and avoided smiling to hide their teeth (r = 0.457). Students who scored high on the GSE scale perceived a need for orthodontic treatment, evaluated their dental aesthetics poorly, perceived an impact of malocclusion on social acceptance, and had a great normative orthodontic treatment need; the correlation, however, was weak with r values ranging from 0.134 to 0.317. Students who had received orthodontic treatment showed greater self-esteem than those who had not, although the correlation was weak. Dissatisfaction with dental appearance had a strong predictive effect on self-esteem.

  19. Understanding resident ratings of teaching in the workplace: a multi-centre study.

    PubMed

    Fluit, Cornelia R M G; Feskens, Remco; Bolhuis, Sanneke; Grol, Richard; Wensing, Michel; Laan, Roland

    2015-08-01

    Providing clinical teachers with feedback about their teaching skills is a powerful tool to improve teaching. Evaluations are mostly based on questionnaires completed by residents. We investigated to what extent characteristics of residents, clinical teachers, and the clinical environment influenced these evaluations, and the relation between residents' scores and their teachers' self-scores. The evaluation and feedback for effective clinical teaching questionnaire (EFFECT) was used to (self)assess clinical teachers from 12 disciplines (15 departments, four hospitals). Items were scored on a five-point Likert scale. Main outcome measures were residents' mean overall scores (MOSs), specific scale scores (MSSs), and clinical teachers' self-evaluation scores. Multilevel regression analysis was used to identify predictors. Residents' scores and self-evaluations were compared. Residents filled in 1,013 questionnaires, evaluating 230 clinical teachers. We received 160 self-evaluations. 'Planning Teaching' and 'Personal Support' (4.52, SD .61 and 4.53, SD .59) were rated highest, 'Feedback Content' (CanMEDS related) (4.12, SD .71) was rated lowest. Teachers in affiliated hospitals showed highest MOS and MSS. Medical specialty did not influence MOS. Female clinical teachers were rated higher for most MSS, achieving statistical significance. Residents in year 1-2 were most positive about their teachers. Residents' gender did not affect the mean scores, except for role modeling. At group level, self-evaluations and residents' ratings correlated highly (Kendall's τ 0.859). Resident evaluations of clinical teachers are influenced by teacher's gender, year of residency training, type of hospital, and to a lesser extent teachers' gender. Clinical teachers and residents agree on strong and weak points of clinical teaching.

  20. Comparison of Dental Students' Self-Directed, Faculty, and Software-Based Assessments of Dental Anatomy Wax-Ups: A Retrospective Study.

    PubMed

    Garrett, Pauline H; Faraone, Karen L; Patzelt, Sebastian B M; Keaser, Michael L

    2015-12-01

    Little is known about self-directed and self-reflective assessment in preclinical dental curricula. The aim of this study was to evaluate a visual dental anatomy teaching tool to train dental students to self-assess their dental anatomy wax carving practical examinations. The students self-assessed two waxing practical examinations (tooth #8 and tooth #19) using high-quality digital images in an assessment tool incorporated into a digital testing program. Student self-assessments were compared to the faculty evaluations and the results of a software-based evaluation tool (E4D Compare). Out of a total 130 first-year dental students at one U.S. dental school, wax-ups from 57 participants were available for this study. The assessment data were submitted to statistical analyses (p<0.05). For tooth #8, the student self-assessments were significantly different from the faculty and software assessments at a 400 micrometer level of tolerance (p=0.036), whereas the faculty assessment was not significantly different from the software assessment at a 300 micrometer level of tolerance (p=0.69). The evaluation of tooth #19 resulted in no significant differences between faculty members (p=0.94) or students (p=0.21) and the software at a level of tolerance of 400 micrometers. This study indicates that students can learn to self-assess their work using self-reflection in conjunction with faculty guidance and that it may be possible to use software-based evaluation tools to assist in faculty calibration and as objective grading tools.

  1. Self-Evaluation Instrument: Awards Program for Indoor Air Quality Management in Schools.

    ERIC Educational Resources Information Center

    Maryland State Dept. of Education, Baltimore.

    This self-evaluation instrument is used to nominate and evaluate schools for the Indoor Air Quality Management in Schools award. The evaluation contains three categories: Communications/Training; Design; and Operations/Maintenance. Each principle is detailed along with the required criteria used to meet that principle. Communications/Training…

  2. ERIC Review Faculty Evaluation: A Response to Competing Values.

    ERIC Educational Resources Information Center

    Redmon, Kent D.

    1999-01-01

    Reviews the literature on faculty evaluation to define how different purposes and competing values have produced two approaches. A procedural approach relies upon both self-evaluation and appraisals by peers, administrators, and students. The developmental approach rests upon teaching portfolios, dossiers, and self-evaluations. Contains 23…

  3. Possible ways for Public Health Surveillance practices evaluation.

    PubMed

    Vilela, Maria Filomena de Gouveia; Santos, Dario Nunes Dos; Kemp, Brigina

    2017-10-01

    This is an evaluative and qualitative study that proposes to investigate self-assessment evaluation as a device to analyze Health Surveillance practices through a questionnaire built by researchers, adapted from the Self-Assessment of Improved Access and Primary Care Quality (AMAQ) and available on the FORMSUS platform. Forty-one Health Surveillance workers and managers of a large municipality from São Paulo State evaluated the realms of "management", "teamwork" and their respective sub-realms. Two categories were created to analyze the results: "Management" and "Team" in dialogue with references from Management, Evaluation and Health Surveillance. Most "management" and "teamwork" sub-realms were deemed satisfactory. Self-assessment evaluation through an applied evaluation tool was shown to be a powerful resource for the analysis of Health Surveillance practices in combination with other devices adopted by the Unified Health System (SUS). Unlike usual evaluation processes guided by quantitative markers, this self-assessable evaluative process included subjects and enabled the possibility of incorporating a new look at itself to the way Health Surveillance is carried out and support future management contracts between workers and managers.

  4. Compromises produced by the dialectic between self-verification and self-enhancement.

    PubMed

    Morling, B; Epstein, S

    1997-12-01

    Three studies of people's reactions to evaluative feedback demonstrated that the dialectic between self-enhancement and self-verification results in compromises between these 2 motives, as hypothesized in cognitive-experiential self-theory. The demonstration was facilitated by 2 procedural improvements: Enhancement and verification were established by calibrating evaluative feedback against self appraisals, and degree of enhancement and of verification were varied along a continuum, rather than categorically. There was also support for the hypotheses that processing in an intuitive-experiential mode favors enhancement and processing in an analytical-rational mode favors verification in the kinds of situations investigated.

  5. Phenomenological evidence for two types of paranoia.

    PubMed

    Chadwick, P D J; Trower, P; Juusti-Butler, T-M; Maguire, N

    2005-01-01

    Two types of paranoia have been identified, namely persecution (or 'Poor Me') paranoia, and punishment (or 'Bad Me') paranoia. This research tests predicted differences in phenomenology--specifically, in person evaluative beliefs, self-esteem, depression, anxiety, and anger. Fifty-three people with current paranoid beliefs were classified as Poor Me, Bad Me, or neither (classification was reliable). Key dependent variables were measured. All predictions were supported, except the one relating to anger, where the two groups did not differ. The Bad Me group had lower self-esteem, more negative self-evaluative thinking, lower negative evaluations about others, higher depression and anxiety. Importantly, the differences in self-esteem and self-evaluations were not fully accounted for by differences in depression. Data support the presence of two distinct topographies of paranoia. Future research is needed to explore the theory further and examine clinical implications. Copyright 2005 S. Karger AG, Basel

  6. The Self-Stigma of Depression Scale (SSDS): development and psychometric evaluation of a new instrument.

    PubMed

    Barney, Lisa J; Griffiths, Kathleen M; Christensen, Helen; Jorm, Anthony F

    2010-12-01

    Self-stigma may feature strongly and be detrimental for people with depression, but the understanding of its nature and prevalence is limited by the lack of psychometrically-validated measures. This study aimed to develop and validate a measure of self-stigma about depression. Items assessing self-stigma were developed from focus group discussions, and were tested and refined over three studies using surveys of 408 university students, 330 members of a depression Internet network, and 1312 members of the general Australian public. Evaluation involved item-level and bivariate analyses, and factor analytic procedures. Items performed consistently across the three surveys. The resulting Self-Stigma of Depression Scale (SSDS) comprised 16 items representing subscales of Shame, Self-Blame, Social Inadequacy, and Help-Seeking Inhibition. Construct validity, internal consistency and test-retest reliability were satisfactory. The SSDS distinguishes self-stigma from perceptions of stigma by others, yields in-depth information about self-stigma of depression, and possesses good psychometric properties. It is a promising tool for the measurement of self-stigma and is likely to be useful in further understanding self-stigma and evaluating stigma interventions. Copyright © 2010 John Wiley & Sons, Ltd.

  7. The Role of Self-Determination Theory and Cognitive Evaluation Theory in Home Education

    ERIC Educational Resources Information Center

    Riley, Gina

    2016-01-01

    This article explores the theories of Self-Determination, Cognitive Evaluation, and Intrinsic Motivation as it applies to home education. According to Self-Determination Theory, intrinsic motivation is innate. However, the maintenance and enhancement of intrinsic motivation depends upon the social and environmental conditions surrounding the…

  8. Academic Library Development Program: A Self Study.

    ERIC Educational Resources Information Center

    Carnegie-Mellon Univ., Pittsburgh, PA. University Libraries.

    Results of a 4-month library self-evaluation program conducted by staff members at Carnegie-Mellon University Libraries are reported in this document. The study was conducted using the Academic Library Development Program (ALDP), a self-improvement strategy for libraries to evaluate and develop their performance. The study team consisting of four…

  9. 22 CFR 229.110 - Remedial and affirmative action and self-evaluation.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 22 Foreign Relations 1 2010-04-01 2010-04-01 false Remedial and affirmative action and self... Introduction § 229.110 Remedial and affirmative action and self-evaluation. (a) Remedial action. If the... official deems necessary to overcome the effects of such discrimination. (b) Affirmative action. In the...

  10. 49 CFR 25.110 - Remedial and affirmative action and self-evaluation.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 49 Transportation 1 2010-10-01 2010-10-01 false Remedial and affirmative action and self... Introduction § 25.110 Remedial and affirmative action and self-evaluation. (a) Remedial action. If the... official deems necessary to overcome the effects of such discrimination. (b) Affirmative action. In the...

  11. 28 CFR 54.110 - Remedial and affirmative action and self-evaluation.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 28 Judicial Administration 2 2011-07-01 2011-07-01 false Remedial and affirmative action and self... Introduction § 54.110 Remedial and affirmative action and self-evaluation. (a) Remedial action. If the... official deems necessary to overcome the effects of such discrimination. (b) Affirmative action. In the...

  12. 6 CFR 17.110 - Remedial and affirmative action and self-evaluation.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 6 Domestic Security 1 2011-01-01 2011-01-01 false Remedial and affirmative action and self... Introduction § 17.110 Remedial and affirmative action and self-evaluation. (a) Remedial action. If the... official deems necessary to overcome the effects of such discrimination. (b) Affirmative action. In the...

  13. 22 CFR 146.110 - Remedial and affirmative action and self-evaluation.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 22 Foreign Relations 1 2010-04-01 2010-04-01 false Remedial and affirmative action and self... Introduction § 146.110 Remedial and affirmative action and self-evaluation. (a) Remedial action. If the... official deems necessary to overcome the effects of such discrimination. (b) Affirmative action. In the...

  14. 22 CFR 146.110 - Remedial and affirmative action and self-evaluation.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 22 Foreign Relations 1 2011-04-01 2011-04-01 false Remedial and affirmative action and self... Introduction § 146.110 Remedial and affirmative action and self-evaluation. (a) Remedial action. If the... official deems necessary to overcome the effects of such discrimination. (b) Affirmative action. In the...

  15. 28 CFR 54.110 - Remedial and affirmative action and self-evaluation.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 28 Judicial Administration 2 2010-07-01 2010-07-01 false Remedial and affirmative action and self... Introduction § 54.110 Remedial and affirmative action and self-evaluation. (a) Remedial action. If the... official deems necessary to overcome the effects of such discrimination. (b) Affirmative action. In the...

  16. 6 CFR 17.110 - Remedial and affirmative action and self-evaluation.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 6 Domestic Security 1 2010-01-01 2010-01-01 false Remedial and affirmative action and self... Introduction § 17.110 Remedial and affirmative action and self-evaluation. (a) Remedial action. If the... official deems necessary to overcome the effects of such discrimination. (b) Affirmative action. In the...

  17. 22 CFR 229.110 - Remedial and affirmative action and self-evaluation.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 22 Foreign Relations 1 2011-04-01 2011-04-01 false Remedial and affirmative action and self... Introduction § 229.110 Remedial and affirmative action and self-evaluation. (a) Remedial action. If the... official deems necessary to overcome the effects of such discrimination. (b) Affirmative action. In the...

  18. 49 CFR 25.110 - Remedial and affirmative action and self-evaluation.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 49 Transportation 1 2011-10-01 2011-10-01 false Remedial and affirmative action and self... Introduction § 25.110 Remedial and affirmative action and self-evaluation. (a) Remedial action. If the... official deems necessary to overcome the effects of such discrimination. (b) Affirmative action. In the...

  19. Design Recommendations for Self-Paced Online Faculty Development Courses

    ERIC Educational Resources Information Center

    Rizzuto, Melissa

    2017-01-01

    An increased need for self-paced, online professional development opportunities in higher education has emerged from a variety of factors including dispersed geographic locations of faculty, full teaching loads, and institutional evaluation requirements. This article is a report of the examination of the design and evaluation of a self-paced…

  20. Self-evaluation by adolescents in a psychiatric hospital school token program1

    PubMed Central

    Santogrossi, David A.; O'Leary, K. Daniel; Romanczyk, Raymond G.; Kaufman, Kenneth F.

    1973-01-01

    Nine adolescent boys with a history of high rates of disruptive classroom behavior were selected from a psychiatric hospital school and placed in a remedial reading class after school in which various factors in a token reinforcement program involving self-evaluation were investigated. The effects of self-evaluation, in the form of a rating the students gave themselves about the appropriateness of their classroom behavior, were first assessed. While the students' ratings of their own behavior correlated highly with the teacher's ratings and evaluations made by independent observers, the self-evaluations did not lead to a reduction in disruptive behavior. A token reinforcement program, in which the teacher rated the students' level of appropriate behavior and in which the students traded earned rating points for prizes, clearly led to a reduction of disruptive behavior. When the students were given the opportunity to evaluate their own behavior and to receive rewards in exchange for the evaluation, they returned to their former rates of disruptive behavior. PMID:16795409

  1. Overly positive self-evaluations and personality: negative implications for mental health.

    PubMed

    Colvin, C R; Block, J; Funder, D C

    1995-06-01

    The relation between overly positive self-evaluations and psychological adjustment was examined. Three studies, two based on longitudinal data and another on laboratory data, contrasted self-descriptions of personality with observer ratings (trained examiners or friends) to index self-enhancement. In the longitudinal studies, self-enhancement was associated with poor social skills and psychological maladjustment 5 years before and 5 years after the assessment of self-enhancement. In the laboratory study, individuals who exhibited a tendency to self-enhance displayed behaviors, independently judged, that seemed detrimental to positive social interaction. These results indicate there are negative short-term and long-term consequences for individuals who self-enhance and, contrary to some prior formulations, imply that accurate appraisals of self and of the social environment may be essential elements of mental health.

  2. [Performance of self-help groups and their economic evaluation].

    PubMed

    Engelhardt, H D; Trojan, A; Nickel, S

    2009-01-01

    Hoffmann von Fallersleben is quoted with the sentence "Self-help is worthwhile, because it does not demand anything from others". This sounds catchy; it is, however, wrong: Self-help groups ask for support, particularly for financial resources for the work of either individual, highly organized self-help associations or for general support of self-help groups via local contact and information centers ("contact points for self-help groups"). With this request for economic "investments" in self-help, the question arises whether this is profitable for the country, the local authority or the social health insurance. In principle, the initial answer to this is: yes, the work of self-help groups is worthwhile for a single person, but also for the larger community, as various kinds of services are provided by self-help groups and organizations. Despite many surveys of members or co-operation partners which show positive effects of self-help groups, the question remains whether services of self-help groups can be measured and economically evaluated. The socio- political question regarding funding is closely connected to the idea of an economic evaluation of self-help groups. The aim of this article is to summarize and discuss which empiric approaches and findings are available on this subject. The monetary value for the work done per member of self-help groups and year lies between approximately 700 and 900 EUR.

  3. Neural activations are related to body-shape, anxiety, and outcomes in adolescent anorexia nervosa.

    PubMed

    Xu, Jie; Harper, Jessica A; Van Enkevort, Erin A; Latimer, Kelsey; Kelley, Urszula; McAdams, Carrie J

    2017-04-01

    Anorexia nervosa (AN) is an illness that frequently begins during adolescence and involves weight loss. Two groups of adolescent girls (AN-A, weight-recovered following AN) and (HC-A, healthy comparison) completed a functional magnetic resonance imaging task involving social evaluations, allowing comparison of neural activations during self-evaluations, friend-evaluations, and perspective-taking self-evaluations. Although the two groups were not different in their whole-brain activations, anxiety and body shape concerns were correlated with neural activity in a priori regions of interest. A cluster in medial prefrontal cortex and the dorsal anterior cingulate correlated with the body shape questionnaire; subjects with more body shape concerns used this area less during self than friend evaluations. A cluster in medial prefrontal cortex and the cingulate also correlated with anxiety such that more anxiety was associated with engagement when disagreeing rather than agreeing with social terms during self-evaluations. This data suggests that differences in the utilization of frontal brain regions during social evaluations may contribute to both anxiety and body shape concerns in adolescents with AN. Clinical follow-up was obtained, allowing exploration of whether brain function early in course of disease relates to illness trajectory. The adolescents successful in recovery used the posterior cingulate and precuneus more for friend than self evaluations than the adolescents that remained ill, suggesting that neural differences related to social evaluations may provide clinical predictive value. Utilization of both MPFC and the precuneus during social and self evaluations may be a key biological component for achieving sustained weight-recovery in adolescents with AN. Copyright © 2016 Elsevier Ltd. All rights reserved.

  4. The effects of perspective-taking on prejudice: the moderating role of self-evaluation.

    PubMed

    Galinsky, Adam D; Ku, Gillian

    2004-05-01

    Perspective-taking, by means of creating an overlap between self and other cognitive representations, has been found to effectively decrease stereotyping and ingroup favoritism. In the present investigation, the authors examined the potential moderating role of self-esteem on the effects of perspective-taking on prejudice. In two experiments, it was found that perspective-takers, but not control participants, with temporarily or chronically high self-esteem evaluated an outgroup more positively than perspective-takers with low self-esteem. This finding suggests an irony of perspective-taking: it builds off egocentric biases to improve outgroup evaluations. The discussion focuses on how debiasing intergroup thought is often best accomplished by working through the very processes that produced the bias in the first place.

  5. [An analysis of residents' self-evaluation and faculty-evaluation in internal medicine standardized residency training program using Milestones evaluation system].

    PubMed

    Zhang, Y; Chu, X T; Zeng, X J; Li, H; Zhang, F C; Zhang, S Y; Shen, T

    2018-06-01

    Objective: To assess the value of internal medicine residency training program at Peking Union Medical College Hospital (PUMCH), and the feasibility of applying revised Milestones evaluation system. Methods: Postgraduate-year-one to four (PGY-1 to PGY-4) residents in PUMCH finished the revised Milestones evaluation scales in September 2017. Residents' self-evaluation and faculty-evaluation scores were calculated. Statistical analysis was conducted on the data. Results: A total of 207 residents were enrolled in this cross-sectional study. Both self and faculty scores showed an increasing trend in senior residents. PGY-1 residents were assessed during their first month of residency with scores of 4 points or higher, suggesting that residents have a high starting level. More strikingly, the mean score in PGY-4 was 7 points or higher, proving the career development of residency training program. There was no statistically significant difference between total self- and faculty-evaluation scores. Evaluation scores of learning ability and communication ability were lower in faculty group ( t =-2.627, -4.279, all P <0.05). The scores in graduate students were lower than those in standardized training residents. Conclusions: The goal of national standardized residency training is to improve the quality of healthcare and residents' career development. The evaluation results would guide curriculum design and emphasize the importance and necessity of multi-level teaching. Self-evaluation contributes to the understanding of training objectives and personal cognition.

  6. Self-handicapping prior to academic-oriented tasks in children with attention deficit/hyperactivity disorder (ADHD): medication effects and comparisons with controls.

    PubMed

    Waschbusch, Daniel A; Craig, Rebecca; Pelham, William E; King, Sara

    2007-04-01

    Examined self-handicapping prior to academic-oriented tasks in children with and without ADHD and examined whether stimulant medication influenced self-handicapping. Participants were 61 children ages 6 to 13, including 22 children with ADHD tested after taking a placebo, 21 children with ADHD tested after taking stimulant medication, and 18 non-ADHD controls. Participants completed three measures of self handicapping and also completed self-evaluations of their performance. Results showed greater self handicapping and more positive self-evaluations in children with ADHD than in controls regardless of medication condition. Findings suggest children with ADHD may use self handicapping to ameliorate the effects of experiencing high rates of academic failure.

  7. On the context dependency of implicit self-esteem in social anxiety disorder.

    PubMed

    Hiller, Thomas S; Steffens, Melanie C; Ritter, Viktoria; Stangier, Ulrich

    2017-12-01

    Cognitive models assume that negative self-evaluations are automatically activated in individuals with Social Anxiety Disorder (SAD) during social situations, increasing their individual level of anxiety. This study examined automatic self-evaluations (i.e., implicit self-esteem) and state anxiety in a group of individuals with SAD (n = 45) and a non-clinical comparison group (NC; n = 46). Participants were randomly assigned to either a speech condition with social threat induction (giving an impromptu speech) or to a no-speech condition without social threat induction. We measured implicit self-esteem with an Implicit Association Test (IAT). Implicit self-esteem differed significantly between SAD and NC groups under the speech condition but not under the no-speech condition. The SAD group showed lower implicit self-esteem than the NC group under the speech-condition. State anxiety was significantly higher under the speech condition than under the no-speech condition in the SAD group but not in the NC group. Mediation analyses supported the idea that for the SAD group, the effect of experimental condition on state anxiety was mediated by implicit self-esteem. The causal relation between implicit self-esteem and state anxiety could not be determined. The findings corroborate hypotheses derived from cognitive models of SAD: Automatic self-evaluations were negatively biased in individuals with SAD facing social threat and showed an inverse relationship to levels of state anxiety. However, automatic self-evaluations in individuals with SAD can be unbiased (similar to NC) in situations without social threat. Copyright © 2017 Elsevier Ltd. All rights reserved.

  8. Evaluative-feedback stimuli selectively activate the self-related brain area: an fMRI study.

    PubMed

    Pan, Xiaohong; Hu, Yang; Li, Lei; Li, Jianqi

    2009-11-06

    Evaluative-feedback, occurring in our daily life, generally contains subjective appraisal of one's specific abilities and personality characteristics besides objective right-or-wrong information. Traditional psychological researches have proved it to be important in building up one's self-concept; however, the neural basis underlying its cognitive processing remains unclear. The present neuroimaging study revealed the mechanism of evaluative-feedback processing at the neural level. 19 healthy Chinese subjects participated in this experiment, and completed the time-estimation task to better their performance according to four types of feedback, namely positive evaluative- and performance-feedback as well as negative evaluative- and performance-feedback. Neuroimaging findings showed that evaluative- rather than performance-feedback can induce increased activities mainly distributed in the cortical midline structures (CMS), including medial prefrontal cortex (BA 8/9)/anterior cigulate cortex (ACC, BA 20), precuneus (BA 7/31) adjacent to posterior cingulate gyrus (PCC, BA 23) of both hemispheres, as well as right inferior lobule (BA 40). This phenomenon can provide evidence that evaluative-feedback may significantly elicit the self-related processing in our brain. In addition, our results also revealed that more brain areas, particularly some self-related neural substrates were activated by the positive evaluative-feedback, in comparative with the negative one. In sum, this study suggested that evaluative-feedback was closely correlated with the self-concept processing, which distinguished it from the performance-feedback.

  9. Student Perceptions of and Confidence in Self-Care Course Concepts Using Team-based Learning.

    PubMed

    Frame, Tracy R; Gryka, Rebecca; Kiersma, Mary E; Todt, Abby L; Cailor, Stephanie M; Chen, Aleda M H

    2016-04-25

    Objective. To evaluate changes in student perceptions of and confidence in self-care concepts after completing a team-based learning (TBL) self-care course. Methods. Team-based learning was used at two universities in first professional year, semester-long self-care courses. Two instruments were created and administered before and after the semester. The instruments were designed to assess changes in student perceptions of self-care using the theory of planned behavior (TPB) domains and confidence in learning self-care concepts using Bandura's Social Cognitive Theory. Wilcoxon signed rank tests were used to evaluate pre/post changes, and Mann Whitney U tests were used to evaluate university differences. Results. Fifty-three Cedarville University and 58 Manchester University students completed both instruments (100% and 92% response rates, respectively). Student self-care perceptions with TPB decreased significantly on nine of 13 items for Cedarville and decreased for one of 13 items for Manchester. Student confidence in self-care concepts improved significantly on all questions for both universities. Conclusion. Data indicate TBL self-care courses were effective in improving student confidence about self-care concepts. Establishing students' skill sets prior to entering the profession is beneficial because pharmacists will use self-directed learning to expand their knowledge and adapt to problem-solving situations.

  10. What is self-specific? Theoretical investigation and critical review of neuroimaging results.

    PubMed

    Legrand, Dorothée; Ruby, Perrine

    2009-01-01

    The authors propose a paradigm shift in the investigation of the self. Synthesizing neuroimaging results from studies investigating the self, the authors first demonstrate that self-relatedness evaluation involves a wide cerebral network, labeled E-network, comprising the medial prefrontal cortex, precuneus, temporoparietal junction, and temporal poles. They further show that this E-network is also recruited during resting state, others' mind reading, memory recall, and reasoning. According to these data, (a) the profile of activation of the E-network demonstrates no preference for the self, and (b) the authors suggest that activity in this network can be explained by the involvement of cognitive processes common to all the tasks recruiting it: inferential processing and memory recall. On this basis, they conclude that standard ways to tackle the self by considering self-evaluation do not target the self in its specificity. Instead, they argue that self-specificity characterizes the subjective perspective, which is not intrinsically self-evaluative but rather relates any represented object to the representing subject. They further propose that such self-specific subject-object relation is anchored to the sensorimotor integration of efference with reafference (i.e., the motor command of the subject's action and its sensory consequence in the external world).

  11. Student Perceptions of and Confidence in Self-Care Course Concepts Using Team-based Learning

    PubMed Central

    Gryka, Rebecca; Kiersma, Mary E.; Todt, Abby L.; Cailor, Stephanie M.; Chen, Aleda M. H.

    2016-01-01

    Objective. To evaluate changes in student perceptions of and confidence in self-care concepts after completing a team-based learning (TBL) self-care course. Methods. Team-based learning was used at two universities in first professional year, semester-long self-care courses. Two instruments were created and administered before and after the semester. The instruments were designed to assess changes in student perceptions of self-care using the theory of planned behavior (TPB) domains and confidence in learning self-care concepts using Bandura’s Social Cognitive Theory. Wilcoxon signed rank tests were used to evaluate pre/post changes, and Mann Whitney U tests were used to evaluate university differences. Results. Fifty-three Cedarville University and 58 Manchester University students completed both instruments (100% and 92% response rates, respectively). Student self-care perceptions with TPB decreased significantly on nine of 13 items for Cedarville and decreased for one of 13 items for Manchester. Student confidence in self-care concepts improved significantly on all questions for both universities. Conclusion. Data indicate TBL self-care courses were effective in improving student confidence about self-care concepts. Establishing students’ skill sets prior to entering the profession is beneficial because pharmacists will use self-directed learning to expand their knowledge and adapt to problem-solving situations. PMID:27170817

  12. The development and psychometrical evaluation of a set of instruments to evaluate the effectiveness of diabetes patient education.

    PubMed

    Duprez, Veerle; De Pover, Marleen; De Spiegelaere, Marc; Beeckman, Dimitri

    2014-02-01

    To develop a set of psychometrically sound instruments to assess knowledge, self-management and self-efficacy of diabetic patients. Furthermore, a survey to evaluate the satisfaction about diabetes education for patients was developed and tested. Treatment and secondary prevention of diabetes require a complex combination of care components. Patients' education has been accepted to improve diabetes knowledge, self-management and self-efficacy. Psychometrically sound instruments are needed to measure these patient-centred outcomes. Psychometric instrument validation. The first phase included a systematic literature review to develop the instruments. Content validity was evaluated using a two-round Delphi procedure involving diabetes experts. The content validity of the instruments was excellent. In a second phase, a convenience sample of 188 diabetic patients in two hospitals in one specific care region in Belgium participated in the psychometric evaluation. The criterion-related validity and internal consistency reliability were evaluated. The study produced a 21-item knowledge instrument, reflecting knowledge about 'glycemic control' and 'medico-social management aspects'. The self-management instrument included 32 statements, reflecting 'treatment and compliance' and 'general lifestyle'. The self-efficacy instrument included 30 items, reflecting 'nutrition', 'treatment' and 'regimen'. The patient satisfaction survey included 36 items, reflecting satisfaction about the relationship among the diabetes specialist, the diabetes educator, podiatrist and dietician. An instrument set with sound psychometric characteristics was developed to assess knowledge, self-management and self-efficacy of diabetic patients. Future studies should focus on the association between the instrument outcomes and clinical patient outcomes. The current instrument can support the design of educational interventions and training programmes and reduce inconsistencies in the information that patients receive. Furthermore, the instruments can be used for benchmarking the quality of diabetic patient education. © 2013 Blackwell Publishing Ltd.

  13. [Influence of education level on self-evaluation and control of patients with bronchial asthma].

    PubMed

    Zhao, Hai-jin; Cai, Shao-xi; Tong, Wan-cheng; Li, Wen-jun; Fu, Liang

    2008-05-01

    To investigate the effect of education on self-evaluation and control level in patients with bronchial asthma. Seventy-five asthmatic patients with the initial diagnosis in line with the American Thoracic Society criteria, including 46 with junior high school education or below (group A) and 29 with senior high school education or above (group B), were asked to complete a survey to assess their symptoms and asthma attacks. Asthma control test (ACT) and peak expiratory flow rate (PEFR) evaluation were performed 8, 12 and 24 weeks after salmeterol/fluticasone therapy. Step-down treatment was administered according to GINA guidelines. The self-evaluation of the patients was assessed according to ACT score, physical signs and pulmonary function. An ACT score over 19 indicate well controlled condition. The effect of education on the self-evaluation and control level of bronchial asthma was assessed. The two groups had similar basal level of pulmonary function (FEV1). Eight weeks after the therapy, 29 patients in group A had ACT score over 19, including 11 with high control level; in group B, 17 had ACT score over 19, of whom 4 showed high control level. There was no significant difference between the two groups in control levels and self-evaluation (P>0.05). At 12 weeks, 37 patients in group A had ACT score over 19, with 17 having high control level; 22 patients in group B had ACT score over 19, 4 showing high control level; the two groups were similar in the control levels (P>0.05) but showed significant difference in self-evaluation (P<0.05). At the time of 24 weeks, 42 and 26 patients had ACT score over 19 in the two groups, with 19 and 5 having high control level, respectively. The two groups differed significantly in the control levels (P<0.05) and self-evaluation (P<0.05). The patients' education level may play a role in self-evaluation and control level of bronchial asthma, but its impact differs in the course of the treatment.

  14. Relationship of negative self-schemas and attachment styles with appearance schemas.

    PubMed

    Ledoux, Tracey; Winterowd, Carrie; Richardson, Tamara; Clark, Julie Dorton

    2010-06-01

    The purpose was to test, among women, the relationship between negative self-schemas and styles of attachment with men and women and two types of appearance investment (Self-evaluative and Motivational Salience). Predominantly Caucasian undergraduate women (N=194) completed a modified version of the Relationship Questionnaire, the Young Schema Questionnaire-Short Form, and the Appearance Schemas Inventory-Revised. Linear multiple regression analyses were conducted with Motivational Salience and Self-evaluative Salience of appearance serving as dependent variables and relevant demographic variables, negative self-schemas, and styles of attachment to men serving as independent variables. Styles of attachment to women were not entered into these regression models because Pearson correlations indicated they were not related to either dependent variable. Self-evaluative Salience of appearance was related to impaired autonomy and performance negative self-schema and the preoccupation style of attachment with men, while Motivational Salience of appearance was related only to the preoccupation style of attachment with men. 2010 Elsevier Ltd. All rights reserved.

  15. Internal Invalidity in Pretest-Posttest Self-Report Evaluations and a Re-Evaluation of Retrospective Pretests.

    ERIC Educational Resources Information Center

    Howard, George S.; And Others

    1979-01-01

    True experimental designs are thought to provide internally valid results. In this investigation of the evaluations of five interventions, a source of internal invalidity is identified when self-report measures are used. An alternative approach is presented and implications of the findings for evaluation research are discussed. (JKS)

  16. Self-distancing improves interpersonal perceptions and behavior by decreasing medial prefrontal cortex activity during the provision of criticism.

    PubMed

    Leitner, Jordan B; Ayduk, Ozlem; Mendoza-Denton, Rodolfo; Magerman, Adam; Amey, Rachel; Kross, Ethan; Forbes, Chad E

    2017-04-01

    Previous research suggests that people show increased self-referential processing when they provide criticism to others, and that this self-referential processing can have negative effects on interpersonal perceptions and behavior. The current research hypothesized that adopting a self-distanced perspective (i.e. thinking about a situation from a non-first person point of view), as compared with a typical self-immersed perspective (i.e. thinking about a situation from a first-person point of view), would reduce self-referential processing during the provision of criticism, and in turn improve interpersonal perceptions and behavior. We tested this hypothesis in an interracial context since research suggests that self-referential processing plays a role in damaging interracial relations. White participants prepared for mentorship from a self-immersed or self-distanced perspective. They then conveyed negative and positive evaluations to a Black mentee while electroencephalogram (EEG) was recorded. Source analysis revealed that priming a self-distanced (vs self-immersed) perspective predicted decreased activity in regions linked to self-referential processing (medial prefrontal cortex; MPFC) when providing negative evaluations. This decreased MPFC activity during negative evaluations, in turn, predicted verbal feedback that was perceived to be more positive, warm and helpful. Results suggest that self-distancing can improve interpersonal perceptions and behavior by decreasing self-referential processing during the provision of criticism. © The Author (2016). Published by Oxford University Press. For Permissions, please email: journals.permissions@oup.com.

  17. 14 CFR § 1251.510 - Self-evaluation.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... OF HANDICAP Enforcement of Nondiscrimination on the Basis of Handicap in Programs or Activities... handicaps or organizations representing individuals with handicaps, to participate in the self-evaluation...

  18. Personality and persona: personality processes in self-presentation.

    PubMed

    Leary, Mark R; Allen, Ashley Batts

    2011-12-01

    This article examines the role that personality variables and processes play in people's efforts to manage their public images. Although most research on self-presentation has focused on situational influences, people differ greatly in the degree to which they care about others' impressions of them, the types of impressions they try to convey, and their evaluations of their self-presentational effectiveness. Personality constructs such as public self-consciousness, approval motivation, and fear of negative evaluation are associated with the motive to manage one's impressions, and people who differ in self-disclosure and desire for privacy differentially reveal information about themselves to others. Other variables relating to people's self-concepts, interpersonal goals, and traits influence the construction of specific images. Finally, the extent to which people believe they are capable of making desired impressions influences their impression management strategies and how they respond to other people's evaluations. © 2010 The Authors. Journal of Personality © 2011, Wiley Periodicals, Inc.

  19. The “Silent Dog” Method: Analyzing the Impact of Self-Generated Rules When Teaching Different Computer Chains to Boys with Autism

    PubMed Central

    Arntzen, Erik; Halstadtro, Lill-Beathe; Halstadtro, Monica

    2009-01-01

    The purpose of the study was to extend the literature on verbal self-regulation by using the “silent dog” method to evaluate the role of verbal regulation over nonverbal behavior in 2 individuals with autism. Participants were required to talk-aloud while performing functional computer tasks.Then the effects of distracters with increasing demands on target behavior were evaluated as well as whether self-talk emitted by Participant 1 could be used to alter Participant 2's performance. Results suggest that participants' tasks seemed to be under control of self-instructions, and the rules generated from Participants 1's self-talk were effective in teaching computer skills to Participant 2. The silent dog method was useful in evaluating the possible role of self-generated rules in teaching computer skills to participants with autism. PMID:22477428

  20. The "silent dog" method: analyzing the impact of self-generated rules when teaching different computer chains to boys with autism.

    PubMed

    Arntzen, Erik; Halstadtro, Lill-Beathe; Halstadtro, Monica

    2009-01-01

    The purpose of the study was to extend the literature on verbal self-regulation by using the "silent dog" method to evaluate the role of verbal regulation over nonverbal behavior in 2 individuals with autism. Participants were required to talk-aloud while performing functional computer tasks.Then the effects of distracters with increasing demands on target behavior were evaluated as well as whether self-talk emitted by Participant 1 could be used to alter Participant 2's performance. Results suggest that participants' tasks seemed to be under control of self-instructions, and the rules generated from Participants 1's self-talk were effective in teaching computer skills to Participant 2. The silent dog method was useful in evaluating the possible role of self-generated rules in teaching computer skills to participants with autism.

  1. Investigation of toilet activities in elderly patients with dementia from the viewpoint of motivation and self-awareness.

    PubMed

    Uchimoto, Kazuki; Yokoi, Teruo; Yamashita, Teruo; Okamura, Hitoshi

    2013-08-01

    Toilet activities of the elderly patients with dementia were observed focusing on care conditions and investigated based on Hull's drive reduction theory (behavior = drive × habit × incentive) and our self-awareness model (consisting of theory of mind, self-evaluation, and self-consciousness) to evaluate the association between self-awareness and toilet activities in patients with dementia and to explain the time when and the reason why a series of toilet activities as habit once acquired become unfeasible. If theory of mind is lost, awareness of one's desire and intention becomes vague, and toilet activities begin to collapse. Furthermore, if incentive disappears, one's intention hardly arises and toilet activities further collapse. If self-evaluation is lost, time sense fades, future goals based on the present time cannot exist, and behavior loses directivity. As a result, toilet activities collapse, and with a decrease in drive toilet activities cease.

  2. Personal Striving Level and Self-Evaluation Process.

    ERIC Educational Resources Information Center

    Orias, John; Leung, Lisa; Dosanj, Shikha; McAnlis, JoAnna; Levy, Gal; Sheposh, John P.

    Three studies were conducted to determine if goal striving level was related to accurate self-knowledge. The purpose of the research was to determine if the tendency of high strivers to confront stressful stimuli extends to self-evaluation processes. Three experiments were designed to investigate whether high strivers differ from low strivers in…

  3. Evaluating Self-Concept and Ego Development within Erikson's Psychosocial Framework: A Formulation.

    ERIC Educational Resources Information Center

    Hamachek, Don E.

    1988-01-01

    Suggests criteria developed within context of Erikson's first five psychosocial stages that may help in evaluating self-concept and ego development. To assess strengths and weaknesses in self's growth as it progresses through the stages, five behavioral expressions tables are presented, each illustrating possible behaviors and implicit attitudes…

  4. 12 CFR 410.110 - Self-evaluation.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 12 Banks and Banking 4 2010-01-01 2010-01-01 false Self-evaluation. 410.110 Section 410.110 Banks and Banking EXPORT-IMPORT BANK OF THE UNITED STATES ENFORCEMENT OF NONDISCRIMINATION ON THE BASIS OF HANDICAP IN PROGRAMS OR ACTIVITIES CONDUCTED BY EXPORT-IMPORT BANK OF THE UNITED STATES § 410.110 Self...

  5. Liking for Evaluators as a Function of Self-Esteem.

    ERIC Educational Resources Information Center

    Harper, Wesley E.

    The effect of self-esteem on liking for evaluators was tested by first measuring the self-esteem of 64 junior college students; then giving them positive, ambiguous, or negative feedback in an interview concerning how they would handle group situations; and finally assessing their liking for the interviewer. Because subjects anticipated…

  6. 18 CFR 1317.110 - Remedial and affirmative action and self-evaluation.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... affirmative action and self-evaluation. 1317.110 Section 1317.110 Conservation of Power and Water Resources... RECEIVING FEDERAL FINANCIAL ASSISTANCE Introduction § 1317.110 Remedial and affirmative action and self... discrimination. (b) Affirmative action. In the absence of a finding of discrimination on the basis of sex in an...

  7. 14 CFR 1253.110 - Remedial and affirmative action and self-evaluation.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 14 Aeronautics and Space 5 2011-01-01 2010-01-01 true Remedial and affirmative action and self... Introduction § 1253.110 Remedial and affirmative action and self-evaluation. (a) Remedial action. If the... official deems necessary to overcome the effects of such discrimination. (b) Affirmative action. In the...

  8. 43 CFR 41.110 - Remedial and affirmative action and self-evaluation.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 43 Public Lands: Interior 1 2010-10-01 2010-10-01 false Remedial and affirmative action and self... Introduction § 41.110 Remedial and affirmative action and self-evaluation. (a) Remedial action. If the... official deems necessary to overcome the effects of such discrimination. (b) Affirmative action. In the...

  9. 14 CFR 1253.110 - Remedial and affirmative action and self-evaluation.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 14 Aeronautics and Space 5 2010-01-01 2010-01-01 false Remedial and affirmative action and self... Introduction § 1253.110 Remedial and affirmative action and self-evaluation. (a) Remedial action. If the... official deems necessary to overcome the effects of such discrimination. (b) Affirmative action. In the...

  10. 45 CFR 86.3 - Remedial and affirmative action and self-evaluation.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 45 Public Welfare 1 2011-10-01 2011-10-01 false Remedial and affirmative action and self... Introduction § 86.3 Remedial and affirmative action and self-evaluation. (a) Remedial action. If the Director... effects of such discrimination. (b) Affirmative action. In the absence of a finding of discrimination on...

  11. 18 CFR 1317.110 - Remedial and affirmative action and self-evaluation.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... affirmative action and self-evaluation. 1317.110 Section 1317.110 Conservation of Power and Water Resources... RECEIVING FEDERAL FINANCIAL ASSISTANCE Introduction § 1317.110 Remedial and affirmative action and self... discrimination. (b) Affirmative action. In the absence of a finding of discrimination on the basis of sex in an...

  12. 43 CFR 41.110 - Remedial and affirmative action and self-evaluation.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 43 Public Lands: Interior 1 2011-10-01 2011-10-01 false Remedial and affirmative action and self... Introduction § 41.110 Remedial and affirmative action and self-evaluation. (a) Remedial action. If the... official deems necessary to overcome the effects of such discrimination. (b) Affirmative action. In the...

  13. 45 CFR 86.3 - Remedial and affirmative action and self-evaluation.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 45 Public Welfare 1 2010-10-01 2010-10-01 false Remedial and affirmative action and self... Introduction § 86.3 Remedial and affirmative action and self-evaluation. (a) Remedial action. If the Director... effects of such discrimination. (b) Affirmative action. In the absence of a finding of discrimination on...

  14. 10 CFR 1040.7 - Remedial and affirmative action and self-evaluation.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 10 Energy 4 2010-01-01 2010-01-01 false Remedial and affirmative action and self-evaluation. 1040... ASSISTED PROGRAMS OR ACTIVITIES General Provisions § 1040.7 Remedial and affirmative action and self... to overcome the effects of the discrimination. (b) Affirmative action. In the absence of a finding of...

  15. 10 CFR 1040.7 - Remedial and affirmative action and self-evaluation.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 10 Energy 4 2011-01-01 2011-01-01 false Remedial and affirmative action and self-evaluation. 1040... ASSISTED PROGRAMS OR ACTIVITIES General Provisions § 1040.7 Remedial and affirmative action and self... to overcome the effects of the discrimination. (b) Affirmative action. In the absence of a finding of...

  16. Treatment Integrity Assessment of a Daily Report Card Intervention: A Preliminary Evaluation of Two Methods and Frequencies

    ERIC Educational Resources Information Center

    Sanetti, Lisa M. Hagermoser; Chafouleas, Sandra M.; O'Keeffe, Breda V.; Kilgus, Stephen P.

    2013-01-01

    Although intuitively appealing, teacher self-report of treatment integrity is not currently recommended as a method for collecting treatment integrity data. Education researchers have not, however, evaluated features of a treatment integrity self-reporting system that may facilitate accurate self-report. In this preliminary investigation, four…

  17. Effects of self-blood on the molding process of polymethyl methacrylate bone cement.

    PubMed

    Guo, Ying-Jun; Nie, Lin; Zhang, Wen; Mu, Qing

    2014-01-01

    To evaluate whether the self-blood has influence on the molding process of polymethyl methacrylate (PMMA) bone cement, and to make sure whether it is valuable for the clinical practice. An in vitro study was performed to evaluate the prolonging-effect of self-blood on PMMA bone cement. The effect of prolonging was evaluated by the dough time (TD) and operable time (TO). Moreover, hardness test, squeezing value test and peak temperature test were also conducted to complete the evaluation of this program. The self-blood, especially the plasma, could greatly prolong the handling time of PMMA bone cement without affecting its basic characteristics including hardness, leakage level and peak temperature. On the other hand, we found that in some abnormal conditions, for example with hyperlipemia, self-blood though can also prolong the handling time, would cause some side-effects. We report a new effective way to prolong the handling time of PMMA bone cement by adding moderate amount of self-blood. But "individualized medicine" should be noticed because some abnormal conditions like hyperlipemia would cause undesired side-effects.

  18. An evaluation of self-esteem and quality of life in orthodontic patients: Effects of crowding and protrusion.

    PubMed

    Jung, Min-Ho

    2014-12-31

    Objective: To evaluate the effect of dental crowding and lip protrusion on self-esteem and quality of life (QOL) in female orthodontic patients with Class I malocclusion. Materials and Methods: The study sample consisted of 201 patients (mean age 22.6 ± 3.0 years) who sought orthodontic treatment. All the patients were evaluated before treatment in terms of their degree of dental crowding and lip protrusion. Rosenberg's Self-Esteem Scale and the Orthognathic Quality of Life Questionnaire (OQLQ) were used to determine self-esteem and QOL and to evaluate whether these values were related to malocclusion severity. Results: The results indicated that severe crowding and severe protrusion can result in lower self-esteem and poorer QOL (P < .05) than mild crowding and protrusion in Class I malocclusion. In the oral function component of the OQLQ, the severity of protrusion did not have significant effect. Conclusions: In Class I malocclusion, patients with mild crowding or protrusion had significantly better self-esteem and QOL scores than severe crowding or protrusion patients.

  19. Utilization of standardized patients to evaluate clinical and interpersonal skills of surgical residents.

    PubMed

    Hassett, James M; Zinnerstrom, Karen; Nawotniak, Ruth H; Schimpfhauser, Frank; Dayton, Merril T

    2006-10-01

    This project was designed to determine the growth of interpersonal skills during the first year of a surgical residency. All categorical surgical residents were given a clinical skills examination of abdominal pain using standardized patients during their orientation (T1). The categorical residents were retested after 11 months (T2). The assessment tool was based on a 12-item modified version of the 5-point Likert Interpersonal Scale (IP) used on the National Board of Medical Examiners prototype Clinical Skills Examination and a 24-item, done-or-not-done, history-taking checklist. Residents' self-evaluation scores were compared to standardized patients' assessment scores. Data were analyzed using the Pearson correlation coefficient, Wilcoxon signed rank test, Student t test, and Cronbach alpha. Thirty-eight categorical residents were evaluated at T1 and T2. At T1, in the history-taking exercise, the scores of the standardized patients and residents correlated (Pearson = .541, P = .000). In the interpersonal skills exercise, the scores of the standardized patients and residents did not correlate (Pearson = -0.238, P = .150). At T2, there was a significant improvement in the residents' self-evaluation scores in both the history-taking exercise (t = -3.280, P = .002) and the interpersonal skills exercise (t = 2.506, P = 0.017). In the history-taking exercise, the standardized patients' assessment scores correlated with the residents' self-evaluation scores (Pearson = 0.561, P = .000). In the interpersonal skills exercise, the standardized patients' assessment scores did not correlate with the residents' self-evaluation scores (Pearson = 0.078, P = .646). Surgical residents demonstrate a consistently low level of self-awareness regarding their interpersonal skills. Observed improvement in resident self-evaluation may be a function of growth in self-confidence.

  20. Cultural differences in self- and other-evaluations and well-being: a study of European and Asian Canadians.

    PubMed

    Kim, Hyunji; Schimmack, Ulrich; Oishi, Shigehiro

    2012-04-01

    Anusic, Schimmack, Pinkus, and Lockwood (2009) developed the halo-alpha-beta (HAB) model to separate halo variance from variance due to valid personality traits and other sources of measurement error in self-ratings of personality. The authors used a twin-HAB model of self-ratings and ratings of a partner (friend or dating partner) to test several hypotheses about culture, evaluative biases in self- and other-perceptions, and well-being. Participants were friends or dating partners who reported on their own and their partner's personality and well-being (N = 906 students). European Canadians had higher general evaluative biases (GEB) than Asian Canadians. There were no cultural differences in self-enhancement or other-enhancement. GEB significantly predicted self-ratings of life satisfaction, but not informant ratings of well-being. GEB fully mediated the effect of culture on self-ratings of life satisfaction. The results suggest that North American culture encourages positive biases in self- and other-perceptions. These biases also influence self-ratings of life satisfaction but have a much weaker effect on informant ratings of life satisfaction. The implications of these findings for cultural differences in well-being are discussed. (c) 2012 APA, all rights reserved.

  1. Defense Logistics Agency Disposition Services Needs to Improve Demilitarization Program Self-Assessment Evaluations - Redacted

    DTIC Science & Technology

    2016-12-20

    Program Self -Assessment Evaluations I N T E G R I T Y  E F F I C I E N C Y  A C C O U N T A B I L I T Y  E X C E L L E N C E Mission Our mission...Project No. D2016-D000RD-0057.000) │ i Results in Brief Defense Logistics Agency Disposition Services Needs to Improve Demilitarization Program Self ...mutilation contractor3 in Holbrook, New York, the two sites we visited. However, for self -assessment evaluations4 at three DLA Centralized

  2. Self-evaluation on Motion Adaptation for Service Robots

    NASA Astrophysics Data System (ADS)

    Funabora, Yuki; Yano, Yoshikazu; Doki, Shinji; Okuma, Shigeru

    We suggest self motion evaluation method to adapt to environmental changes for service robots. Several motions such as walking, dancing, demonstration and so on are described with time series patterns. These motions are optimized with the architecture of the robot and under certain surrounding environment. Under unknown operating environment, robots cannot accomplish their tasks. We propose autonomous motion generation techniques based on heuristic search with histories of internal sensor values. New motion patterns are explored under unknown operating environment based on self-evaluation. Robot has some prepared motions which realize the tasks under the designed environment. Internal sensor values observed under the designed environment with prepared motions show the interaction results with the environment. Self-evaluation is composed of difference of internal sensor values between designed environment and unknown operating environment. Proposed method modifies the motions to synchronize the interaction results on both environment. New motion patterns are generated to maximize self-evaluation function without external information, such as run length, global position of robot, human observation and so on. Experimental results show that the possibility to adapt autonomously patterned motions to environmental changes.

  3. Core self-evaluation and burnout among Nurses: the mediating role of coping styles.

    PubMed

    Li, Xiaofei; Guan, Lili; Chang, Hui; Zhang, Bo

    2014-01-01

    This study aimed to determine the potential association between core self-evaluation and the burnout syndrome among Chinese nurses, and the mediating role of coping styles in this relationship. A cross-sectional survey was conducted in Shenyang, China, from May to July, 2013. A questionnaire which consisted of the Maslach Burnout Inventory-General Survey (MBI-GS), the Core Self-Evaluation Scale (CSE), and the Simplified Coping Style Questionnaire (CSQ), was completed by a total of 1,559 nurses. Hierarchical linear regression analyses and the Sobel test were performed to determine the mediating role of coping styles on the relationship between CSE and burnout. Nurses who had higher self-evaluation characteristics, reported less emotional exhaustion and cynicism, and higher professional efficacy. Coping style had a partial mediating effect on the relationship between CSE and the burnout syndrome among nurses. Core self-evaluation had effects on burnout and coping style was a mediating factor in this relationship among Chinese nurses. Therefore, the improvement of coping strategies may be helpful in the prevention of burnout among nurses, thus enhancing professional performance.

  4. Core Self-Evaluation and Burnout among Nurses: The Mediating Role of Coping Styles

    PubMed Central

    Li, Xiaofei; Guan, Lili; Chang, Hui; Zhang, Bo

    2014-01-01

    Objectives This study aimed to determine the potential association between core self-evaluation and the burnout syndrome among Chinese nurses, and the mediating role of coping styles in this relationship. Methods A cross-sectional survey was conducted in Shenyang, China, from May to July, 2013. A questionnaire which consisted of the Maslach Burnout Inventory-General Survey (MBI-GS), the Core Self-Evaluation Scale (CSE), and the Simplified Coping Style Questionnaire (CSQ), was completed by a total of 1,559 nurses. Hierarchical linear regression analyses and the Sobel test were performed to determine the mediating role of coping styles on the relationship between CSE and burnout. Results Nurses who had higher self-evaluation characteristics, reported less emotional exhaustion and cynicism, and higher professional efficacy. Coping style had a partial mediating effect on the relationship between CSE and the burnout syndrome among nurses. Conclusions Core self-evaluation had effects on burnout and coping style was a mediating factor in this relationship among Chinese nurses. Therefore, the improvement of coping strategies may be helpful in the prevention of burnout among nurses, thus enhancing professional performance. PMID:25541990

  5. Turnover Intentions of Employees With Informal Eldercare Responsibilities: The Role of Core Self-Evaluations and Supervisor Support.

    PubMed

    Greaves, Claire E; Parker, Stacey L; Zacher, Hannes; Jimmieson, Nerina L

    2015-12-01

    As longevity increases, so does the need for care of older relatives by working family members. This research examined the interactive effect of core self-evaluations and supervisor support on turnover intentions in two samples of employees with informal caregiving responsibilities. Data were obtained from 57 employees from Australia (Study 1) and 66 employees from the United States and India (Study 2). Results of Study 1 revealed a resource compensation effect, that is, an inverse relationship between core self-evaluations and turnover intentions when supervisor care support was low. Results of Study 2 extended these findings by demonstrating resource boosting effects. Specifically, there was an inverse relationship between core self-evaluations and subsequent turnover intentions for those with high supervisor work and care support. In addition, employees' satisfaction and emotional exhaustion from their work mediated the inverse relationship between core self-evaluations and subsequent turnover intentions when supervisor work support and care support were high. Overall, these findings highlight the importance of employee- and supervisor-focused intervention strategies in organizations to support informal caregivers. © The Author(s) 2016.

  6. Evaluation of the validity of the condom use self-efficacy scale (CUSES) in young men using two behavioral simulations.

    PubMed

    Forsyth, A D; Carey, M P; Fuqua, R W

    1997-03-01

    Assessment of behavioral skills remains critical to the evaluation of HIV prevention interventions; however, investigators often rely upon participant reports of self-efficacy to estimate such skills. We evaluated the relationship between self-efficacy beliefs for condom use and behavioral performance. Forty-three men completed the Condom Use Self-Efficacy Scale (CUSES) and participated in 2 behavioral assessments. Regression analyses indicated that the CUSES subscales relevant to negotiation of condom use did not account for a significant amount of variability in interpersonal skills; similarly, the CUSES subscale relevant to technical condom use skill did not account for variability in the condom application scores. We caution investigators against the assumption that higher self-efficacy reflects behavioral competence for HIV-risk reduction.

  7. The Role of Performance Quality in Adolescents' Self-Evaluation and Rumination after a Speech: Is it Contingent on Social Anxiety Level?

    PubMed

    Blöte, Anke W; Miers, Anne C; Van den Bos, Esther; Westenberg, P Michiel

    2018-05-17

    Cognitive behavioural therapy (CBT) has relatively poor outcomes for youth with social anxiety, possibly because broad-based CBT is not tailored to their specific needs. Treatment of social anxiety in youth may need to pay more attention to negative social cognitions that are considered a key factor in social anxiety development and maintenance. The aim of the present study was to learn more about the role of performance quality in adolescents' cognitions about their social performance and, in particular, the moderating role social anxiety plays in the relationship between performance quality and self-cognitions. A community sample of 229 participants, aged 11 to 18 years, gave a speech and filled in questionnaires addressing social anxiety, depression, expected and self-evaluated performance, and post-event rumination. Independent observers rated the quality of the speech. The data were analysed using moderated mediation analysis. Performance quality mediated the link between expected and self-evaluated performance in adolescents with low and medium levels of social anxiety. For adolescents with high levels of social anxiety, only a direct link between expected and self-evaluated performance was found. Their self-evaluation was not related to the quality of their performance. Performance quality also mediated the link between expected performance and rumination, but social anxiety did not moderate this mediation effect. Results suggest that a good performance does not help socially anxious adolescents to replace their negative self-evaluations with more realistic ones. Specific cognitive intervention strategies should be tailored to the needs of socially anxious adolescents who perform well.

  8. 45 CFR 1706.110 - Self-evaluation.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... INFORMATION SCIENCE ENFORCEMENT OF NONDISCRIMINATION ON THE BASIS OF HANDICAP IN PROGRAMS OR ACTIVITIES CONDUCTED BY NATIONAL COMMISSION ON LIBRARIES AND INFORMATION SCIENCE § 1706.110 Self-evaluation. (a) The...

  9. 45 CFR 1706.110 - Self-evaluation.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... INFORMATION SCIENCE ENFORCEMENT OF NONDISCRIMINATION ON THE BASIS OF HANDICAP IN PROGRAMS OR ACTIVITIES CONDUCTED BY NATIONAL COMMISSION ON LIBRARIES AND INFORMATION SCIENCE § 1706.110 Self-evaluation. (a) The...

  10. 45 CFR 1706.110 - Self-evaluation.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... INFORMATION SCIENCE ENFORCEMENT OF NONDISCRIMINATION ON THE BASIS OF HANDICAP IN PROGRAMS OR ACTIVITIES CONDUCTED BY NATIONAL COMMISSION ON LIBRARIES AND INFORMATION SCIENCE § 1706.110 Self-evaluation. (a) The...

  11. 45 CFR 1706.110 - Self-evaluation.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... INFORMATION SCIENCE ENFORCEMENT OF NONDISCRIMINATION ON THE BASIS OF HANDICAP IN PROGRAMS OR ACTIVITIES CONDUCTED BY NATIONAL COMMISSION ON LIBRARIES AND INFORMATION SCIENCE § 1706.110 Self-evaluation. (a) The...

  12. 45 CFR 1706.110 - Self-evaluation.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... INFORMATION SCIENCE ENFORCEMENT OF NONDISCRIMINATION ON THE BASIS OF HANDICAP IN PROGRAMS OR ACTIVITIES CONDUCTED BY NATIONAL COMMISSION ON LIBRARIES AND INFORMATION SCIENCE § 1706.110 Self-evaluation. (a) The...

  13. Adolescents' responses to online peer conflict: How self-evaluation and ethnicity matter.

    PubMed

    Novin, Sheida; Bos, Marieke G N; Stevenson, Claire E; Rieffe, Carolien

    2018-01-01

    For parents, online platforms where their children interact with others often feel like a "black box" in terms of what exactly is happening. In this study, we developed an ecologically valid online computer game in which a (computer-generated) peer teammate tried to provoke frustration, in order to examine (a) adolescents' responses and (b) how indices of self-evaluation (i.e., sense of coherence and self-esteem) and demographic variables (i.e., gender and ethnicity) matter to these responses. Like gender, being a member of a minority or majority group may influence how provocations by peers are interpreted, influencing how one responds. Fifteen-year-old Dutch and Moroccan-Dutch adolescents (N = 167) completed self-reports and played the online computer game. The game indeed elicited frustration, with increased self-reported anger. Moreover, expressions of displeasure were much more common during and after provocation than before provocation. Crucially, perceived self-evaluation mattered; higher levels of sense of coherence but lower levels of self-esteem (only in Moroccan-Dutch group) contributed to fewer expressions of displeasure. Gender did not play a moderating role. Our findings provide initial insights into individual differences in adolescents' responses in an online peer-conflict situation. We studied Dutch and Moroccan-Dutch adolescents' responses during online peer provocation and how self-evaluation and demographic variables matter.Provocation by the (computer-generated) peer teammate increased expressions of displeasure.More sense of coherence but less self-esteem was associated with fewer expressions of displeasure, but ethnicity moderated the effect with self-esteem.

  14. [Design and validation of a scale to assess self-regulation of eating habits in Mexican university students].

    PubMed

    Campos-Uscanga, Yolanda; Lagunes Córdoba, Roberto; Morales-Romero, Jaime; Romo-González, Tania

    2015-03-01

    Healthy eating habits promote wellness and prevent disease, however, despite the intention to change a bad habit, people often fail in theirattempts. This is due, since the performance of a change requires self-regulation skills that allow to observe, to evaluate and to take an action, in a constant motivation during the all the process; not only theknowledge about proper nutrition. The objective of this study was to design and validate an instrument to evaluate the level of self-regulation for eating habits in college students.62 items were written and evaluated by four expert judges. Two applications of the instrument were performed to 487 subjects. An unweighted least squares factor analysis whit direct Oblimin rotation was performed. The items saturated in more than one factor were discarded, as well as those who had a loading factor less than 0.40 or commonality less than 0.30. It was obtained an instrument integrated by 14 items grouped into three factors, which explained the 46.9% of the variance: self-reaction, self-observation and self-evaluation. Cronbach's alpha yielded a high reliability coefficient (α = 0.874).The results show that the scale is a valid and reliable tool to measure of self-regulation of eating habits in college students. Its applications include the diagnostic of a population and the evaluation of interventions aimed to improving nutrition based on the assumption that the processes of change require sustained self-regulation skills in people protective effect against increases in both systolic and diastolic blood pressure.

  15. Acute anxiety and social inference: An experimental manipulation with 7.5% carbon dioxide inhalation

    PubMed Central

    Button, Katherine S; Karwatowska, Lucy; Kounali, Daphne; Munafò, Marcus R; Attwood, Angela S

    2016-01-01

    Background: Positive self-bias is thought to be protective for mental health. We previously found that the degree of positive bias when learning self-referential social evaluation decreases with increasing social anxiety. It is unclear whether this reduction is driven by differences in state or trait anxiety, as both are elevated in social anxiety; therefore, we examined the effects on the state of anxiety induced by the 7.5% carbon dioxide (CO2) inhalation model of generalised anxiety disorder (GAD) on social evaluation learning. Methods: For our study, 48 (24 of female gender) healthy volunteers took two inhalations (medical air and 7.5% CO2, counterbalanced) whilst learning social rules (self-like, self-dislike, other-like and other-dislike) in an instrumental social evaluation learning task. We analysed the outcomes (number of positive responses and errors to criterion) using the random effects Poisson regression. Results: Participants made fewer and more positive responses when breathing 7.5% CO2 in the other-like and other-dislike rules, respectively (gas × condition × rule interaction p = 0.03). Individuals made fewer errors learning self-like than self-dislike, and this positive self-bias was unaffected by CO2. Breathing 7.5% CO2 increased errors, but only in the other-referential rules (gas × condition × rule interaction p = 0.003). Conclusions: Positive self-bias (i.e. fewer errors learning self-like than self-dislike) seemed robust to changes in state anxiety. In contrast, learning other-referential evaluation was impaired as state anxiety increased. This suggested that the previously observed variations in self-bias arise due to trait, rather than state, characteristics. PMID:27380750

  16. Acute anxiety and social inference: An experimental manipulation with 7.5% carbon dioxide inhalation.

    PubMed

    Button, Katherine S; Karwatowska, Lucy; Kounali, Daphne; Munafò, Marcus R; Attwood, Angela S

    2016-10-01

    Positive self-bias is thought to be protective for mental health. We previously found that the degree of positive bias when learning self-referential social evaluation decreases with increasing social anxiety. It is unclear whether this reduction is driven by differences in state or trait anxiety, as both are elevated in social anxiety; therefore, we examined the effects on the state of anxiety induced by the 7.5% carbon dioxide (CO2) inhalation model of generalised anxiety disorder (GAD) on social evaluation learning. For our study, 48 (24 of female gender) healthy volunteers took two inhalations (medical air and 7.5% CO2, counterbalanced) whilst learning social rules (self-like, self-dislike, other-like and other-dislike) in an instrumental social evaluation learning task. We analysed the outcomes (number of positive responses and errors to criterion) using the random effects Poisson regression. Participants made fewer and more positive responses when breathing 7.5% CO2 in the other-like and other-dislike rules, respectively (gas × condition × rule interaction p = 0.03). Individuals made fewer errors learning self-like than self-dislike, and this positive self-bias was unaffected by CO2. Breathing 7.5% CO2 increased errors, but only in the other-referential rules (gas × condition × rule interaction p = 0.003). Positive self-bias (i.e. fewer errors learning self-like than self-dislike) seemed robust to changes in state anxiety. In contrast, learning other-referential evaluation was impaired as state anxiety increased. This suggested that the previously observed variations in self-bias arise due to trait, rather than state, characteristics. © The Author(s) 2016.

  17. Objective Situation Awareness Measurement Based on Performance Self-Evaluation

    NASA Technical Reports Server (NTRS)

    DeMaio, Joe

    1998-01-01

    The research was conducted in support of the NASA Safe All-Weather Flight Operations for Rotorcraft (SAFOR) program. The purpose of the work was to investigate the utility of two measurement tools developed by the British Defense Evaluation Research Agency. These tools were a subjective workload assessment scale, the DRA Workload Scale and a situation awareness measurement tool. The situation awareness tool uses a comparison of the crew's self-evaluation of performance against actual performance in order to determine what information the crew attended to during the performance. These two measurement tools were evaluated in the context of a test of innovative approach to alerting the crew by way of a helmet mounted display. The situation assessment data are reported here. The performance self-evaluation metric of situation awareness was found to be highly effective. It was used to evaluate situation awareness on a tank reconnaissance task, a tactical navigation task, and a stylized task used to evaluated handling qualities. Using the self-evaluation metric, it was possible to evaluate situation awareness, without exact knowledge the relevant information in some cases and to identify information to which the crew attended or failed to attend in others.

  18. An Introduction to "My Environmental Education Evaluation Resource Assistant" (MEERA), a Web-Based Resource for Self-Directed Learning about Environmental Education Program Evaluation

    ERIC Educational Resources Information Center

    Zint, Michaela

    2010-01-01

    My Environmental Education Evaluation Resource Assistant or "MEERA" is a web-site designed to support environmental educators' program evaluation activities. MEERA has several characteristics that set it apart from other self-directed learning evaluation resources. Readers are encouraged to explore the site and to reflect on the role that…

  19. Development of a Self-Report Tool to Evaluate Hearing Aid Outcomes among Chinese Speakers

    ERIC Educational Resources Information Center

    Wong, Lena L. N.; Hang, Na

    2014-01-01

    Purpose: This article reports on the development of a self-report tool--the Chinese Hearing Aid Outcomes Questionnaire (CHAOQ)--to evaluate hearing aid outcomes among Chinese speakers. Method: There were 4 phases to construct the CHAOQ and evaluate its psychometric properties. First, items were selected to evaluate a range of culturally relevant…

  20. Visual Impairment and Its Effect on the Development of the Self-Concept.

    ERIC Educational Resources Information Center

    Gish, R. Brian

    This doctoral dissertation compares the self-concept of people with visual impairments with that of normally sighted individuals in 14 studies from various geographical regions in the United States. Discussion of methodological issues examines first, definitions regarding the self (self-image, self-perception, self-evaluation, self-esteem,…

  1. Self-Monitoring Success and Failure: Evidence for a Mediating Mechanism.

    ERIC Educational Resources Information Center

    Susser, Howard S.

    Two theories, the closed loop model (divides self-regulation into self-monitoring, self-evaluation, and self-reinforcement) and the non-mediational model (defines self-regulation as behavior that is controlled by its long-term and observable consequences), have been proposed to explain why behavior changes when self-monitoring occurs. Both…

  2. Self-Deferral, HIV Infection, and the Blood Supply: Evaluating an AIDS Intervention.

    ERIC Educational Resources Information Center

    Kaplan, Edward H.; Novick, Alvin

    1990-01-01

    This paper evaluates the effectiveness of self-deferral, a social screen implemented to protect the U.S. blood supply from human immunodeficiency virus (HIV) infection prior to the advent of laboratory testing. Mathematical models are developed to estimate the number of infectious transfusions ultimately leading to AIDS prior to self-deferral.…

  3. The Law of Teacher Evaluation: A Self-Assessment Handbook.

    ERIC Educational Resources Information Center

    Zirkel, Perry A.

    Detailed explanations of the legal issues involved in teacher evaluation are discussed in this concise handbook. The basis for discussion is a self-assessment designed for response by the reader. The answers to the self-assessment instrument and explanations of them are discussed under 13 headings: (1) The Use of Test Scores; (2) Negotiability and…

  4. The Relationship between Parenting Styles and Young Adults' Self-Concepts and Evaluations of Parents.

    ERIC Educational Resources Information Center

    Parish, Thomas S.; McCluskey, James J.

    1992-01-01

    Surveyed 123 college students to assess their self-concepts, evaluations of parents, and perceptions of parents' parenting styles. Student self-concept varied directly with perceived level of parental warmth, but did not vary as function of parents' level of restrictiveness. Fathers and mothers were rated more highly if they were perceived as warm…

  5. The Regime of Self-Evaluation: Self-Conception for Teachers and Schools

    ERIC Educational Resources Information Center

    Brady, Alison M.

    2016-01-01

    Self-evaluation in inspection policy has become a global phenomenon. The idea is that it increases levels of teacher and school autonomy, wherein both schools and teachers have more ownership and responsibility over their work. In turn, such a process has allowed for greater accountability, which is then said to provide high quality education and,…

  6. Evaluation of WebEase: An Epilepsy Self-Management Web Site

    ERIC Educational Resources Information Center

    DiIorio, Colleen; Escoffery, Cam; McCarty, Frances; Yeager, Katherine A.; Henry, Thomas R.; Koganti, Archana; Reisinger, Elizabeth L.; Wexler, Bethany

    2009-01-01

    People with epilepsy have various education needs and must adopt many self-management behaviors in order to control their condition. This study evaluates WebEase, an Internet-based, theory-driven, self-management program for adults with epilepsy. Thirty-five participants took part in a 6-week pilot implementation of WebEase. The main components of…

  7. Evaluation of Intrinsic and Extrinsic Motivation Interventions with a Self-Help Smoking Cessation Program.

    ERIC Educational Resources Information Center

    Curry, Susan J.; And Others

    1991-01-01

    Evaluated personalized feedback and financial incentives as adjuncts to self-help materials for smoking cessation among subjects (n=1,217) randomized to 4 treatment groups and followed up at 3 and 12 months. Financial incentive increased self-help material use, did not increase cessation rates, and was associated with higher relapse rates.…

  8. Self-Study and Evaluation Guide/1977 Edition. Section D-8: Rehabilitation Teaching Services.

    ERIC Educational Resources Information Center

    National Accreditation Council for Agencies Serving the Blind and Visually Handicapped, New York, NY.

    This self-study and evaluation guide on rehabilitation teaching services is one of 28 guides designed for organizations who are undertaking a self-study as part of the process for accreditation from the National Accreditation Council (NAC) for agencies serving the blind and visually handicapped. Provided are lists of standards to be appraised by…

  9. Self-Study and Evaluation Guide [1976 Edition]. Section D-4: Workshop Services.

    ERIC Educational Resources Information Center

    National Accreditation Council for Agencies Serving the Blind and Visually Handicapped, New York, NY.

    This self-study and evaluation guide on workshop service is one of twenty-eight guides designed for organizations who are undertaking a self-study as part of the process for accreditation from the National Accreditation Council (NAC) for agencies serving the blind and visually handicapped. Provided are lists of standards to be appraised by the…

  10. Self-Study and Evaluation Guide/[1975 Edition]. Section D-6: Vocational Services.

    ERIC Educational Resources Information Center

    National Accreditation Council for Agencies Serving the Blind and Visually Handicapped, New York, NY.

    This self-study and evaluation guide on vocational services is one of 28 guides designed for organizations who are undertaking a self-study as part of the process for accreditation from the National Accreditation Council (NAC) for agencies serving the blind and visually handicapped. Provided are lists of standards to be appraised by the…

  11. Adaptive, Active and Multifunctional Composite and Hybrid Materials Program: Composite and Hybrid Materials ERA

    DTIC Science & Technology

    2014-04-01

    Microvascular Self - Healing Composites Mechanical Evaluation ................................................................................11...Thermoplastic SMP Foam Microstructure- Mechanical Stress-Strain Relationships 2.2.2 Microvascular Self - Healing Composites Mechanical Evaluation 2.3.1 Z...materials, and embedded sensory and circulatory systems. Damage repair of torn or injured tissue was demonstrated by the use of self - healing polymer

  12. Influences on Adolescent African American Females' Global Self-Esteem: Body Image and Ethnic Identity

    ERIC Educational Resources Information Center

    Turnage, Barbara F.

    2004-01-01

    This study of 105 senior high school Southern African American adolescent females examined the relationship between global self-esteem, appearance evaluation (body image), and ethnic identity. As predicted, the relationship between global self-esteem, appearance evaluation (r = 0.46, p less than 0.001), and ethnic identity (r = 40, p less than…

  13. Developing Essay Writing Skills: An Evaluation of the Modelling Behaviour Method and the Influence of Student Self-Efficacy

    ERIC Educational Resources Information Center

    Callinan, Carol J.; van der Zee, Emile; Wilson, Garry

    2018-01-01

    Social cognitive learning theory has shown that observational learning positively influences essay writing development in high-school students, and that self-efficacy impacts on motivation. This study investigated the relative contribution of model observation, model evaluation, post-submission feedback, and factors relating to self-efficacy, as…

  14. Video-Based Self-Observation as a Component of Developmental Teacher Evaluation

    ERIC Educational Resources Information Center

    Mercado, Leonardo A.; Baecher, Laura

    2014-01-01

    In this paper, we explore the benefits to teacher evaluation when video-based self-observation is done by teachers as a vehicle for individual, reflective practice. We explore how it was applied systematically at the ICPNA bi-national center among hundreds of EFL teachers within two institution-wide initiatives that have relied on self-observation…

  15. A Longitudinal, Mixed Method Evaluation of Self-Awareness Training in the Workplace

    ERIC Educational Resources Information Center

    Sutton, Anna; Williams, Helen M.; Allinson, Christopher W.

    2015-01-01

    Purpose: The purpose of this study is to investigate whether self-awareness, which is associated with general well-being and positive life outcomes, is also of specific benefit in the workplace. The authors tested the relationship between self-awareness and job-related well-being, and evaluated two different interventions designed to improve…

  16. Personality Symptoms and Self-Esteem as Correlates of Psychopathology in Child Psychiatric Patients: Evaluating Multiple Informant Data

    ERIC Educational Resources Information Center

    De Pauw, Sarah S. W.; Mervielde, Ivan; De Clercq, Barbara J.; De Fruyt, Filip; Tremmery, Sabine; Deboutte, Dirk

    2009-01-01

    Research on adulthood posits personality and self-esteem as important predictors of psychopathology. In childhood, however, the study of these relationships is complicated by the lack of consensus on how to combine data from multiple informants of child behavior. This study evaluates the relationships among personality symptoms, self-esteem and…

  17. 45 CFR 1181.110 - Self-evaluation.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... HUMANITIES INSTITUTE OF MUSEUM AND LIBRARY SERVICES ENFORCEMENT OF NONDISCRIMINATION ON THE BASIS OF HANDICAP IN PROGRAMS OR ACTIVITIES CONDUCTED BY THE INSTITUTE OF MUSEUM AND LIBRARY SERVICES § 1181.110 Self-evaluation. (a) The agency shall, by April 9, 1987, evaluate its current policies and practices, and the...

  18. 41 CFR 101-8.313 - Self-evaluation.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... FINANCIAL ASSISTANCE 8.3-Discrimination Prohibited on the Basis of Handicap § 101-8.313 Self-evaluation. (a..., evaluate, with the assistance of interested persons, including handicapped persons or organizations representing handicapped persons, its current policies and practices and the effects thereof that do not or may...

  19. 41 CFR 101-8.313 - Self-evaluation.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... FINANCIAL ASSISTANCE 8.3-Discrimination Prohibited on the Basis of Handicap § 101-8.313 Self-evaluation. (a..., evaluate, with the assistance of interested persons, including handicapped persons or organizations representing handicapped persons, its current policies and practices and the effects thereof that do not or may...

  20. 41 CFR 101-8.313 - Self-evaluation.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... FINANCIAL ASSISTANCE 8.3-Discrimination Prohibited on the Basis of Handicap § 101-8.313 Self-evaluation. (a..., evaluate, with the assistance of interested persons, including handicapped persons or organizations representing handicapped persons, its current policies and practices and the effects thereof that do not or may...

  1. Greater Perceived Similarity between Self and Own-Age Others in Older than Young Adults

    PubMed Central

    Lin, Tian; Ankudowich, Elizabeth; Ebner, Natalie C.

    2017-01-01

    As people age, they increasingly incorporate age-stereotypes into their self-view. Based on this evidence we propose that older compared to young adults identify to a greater extent with their own-age group on personality traits, an effect that may be particularly pronounced for positive traits. Two studies tested these hypotheses by examining associations in young and older adults between evaluations of self and own-age others on personality traits that varied on valence. In both studies, young and older participants rated personality trait adjectives on age typicality, valence, and self typicality. Converging results across both studies showed that older compared to young participants were more likely to endorse personality traits as self-typical when those traits were also perceived as more typical for their own-age group, independent of whether age was made salient to participants prior to evaluation. In addition, there was evidence that the association between evaluations of self and own-age others in older participants was greater for more positive personality traits. This age-differential pattern is discussed in the context of increased age salience in aging and its effect on the similarity between evaluations of self and own-age others in older compared to young adults. PMID:28471216

  2. [Self-judgment of personality traits and cognitive dimensions of the self].

    PubMed

    Horiuchi, T

    1996-12-01

    When people make a judgment as to whether a trait describes themselves or not, cognitive structure about the self must play an important role. Cognitive dimensions are a characteristic of such cognitive structure. The present study examined whether a self-referent information processing was mediated by cognitive dimensions of the self. For the purpose, Klein, Loftus, and Burton's task facilitation paradigm (1989) was adapted, which consisted of performing in succession two tasks, initial and target, for each trait adjective used. Experiment 1, which examined the evaluative dimension, showed that an evaluative processing in the target task was facilitated when the initial task was self-referent. Experiment 2, which examined six dimensions, showed that processing of the relevant dimension in the target task was facilitated when the initial task was self-referent. These results suggest that a self-referent information processing is mediated by cognitive dimensions of the self.

  3. Conceptualizing and measuring illness self-concept: a comparison with self-esteem and optimism in predicting fibromyalgia adjustment.

    PubMed

    Morea, Jessica M; Friend, Ronald; Bennett, Robert M

    2008-12-01

    Illness self-concept (ISC), or the extent to which individuals are consumed by their illness, was theoretically described and evaluated with the Illness Self-Concept Scale (ISCS), a new 23-item scale, to predict adjustment in fibromyalgia. To establish convergent and discriminant validity, illness self-concept was compared to self-esteem and optimism in predicting health status, illness intrusiveness, depression, and life satisfaction. The ISCS demonstrated good reliability (alpha = .94; test-retest r = .80) and was a strong predictor of outcomes, even after controlling for optimism or self-esteem. The ISCS predicted unique variance in health-related outcomes; optimism and self-esteem did not, providing construct validation. Illness self-concept may play a significant role in coping with fibromyalgia and may prove useful in the evaluation of other chronic illnesses. (c) 2008 Wiley Periodicals, Inc.

  4. Relationships between social skills and self-esteem in nurses: a questionnaire study.

    PubMed

    Losa-Iglesias, Marta Elena; López López, Daniel; Rodriguez Vazquez, Rocío; Becerro de Bengoa-Vallejo, Ricardo

    2017-12-01

    Our study attempts to evaluate whether nurses' social skills are related to their self-concept and self-esteem. A descriptive survey study was developed to 464 nurses who had worked for a minimum of one year in adult or pediatric services. The Rosenberg Self-Esteem Scale (RSE) and the Scale of Social Skills (SSS) by Gismero were used to measure nurses' self-esteem and social skills, respectively. Evaluation of self-esteem and social skills revealed no significant associations between sex and specific nursing speciality, (p > .05). Significant differences were observed based on the marital status for RSE and SSS Factor 1 (RSE, p = .013; SSS-F1, p = .033). Correlation and regression analyses demonstrated a significant correlation between nurse self-esteem and some social skills factors. This study shows that there exists a relationship between higher self-esteem and self-concept among nurses and this issue can affect effective communication with patients.

  5. Self-organization comprehensive real-time state evaluation model for oil pump unit on the basis of operating condition classification and recognition

    NASA Astrophysics Data System (ADS)

    Liang, Wei; Yu, Xuchao; Zhang, Laibin; Lu, Wenqing

    2018-05-01

    In oil transmission station, the operating condition (OC) of an oil pump unit sometimes switches accordingly, which will lead to changes in operating parameters. If not taking the switching of OCs into consideration while performing a state evaluation on the pump unit, the accuracy of evaluation would be largely influenced. Hence, in this paper, a self-organization Comprehensive Real-Time State Evaluation Model (self-organization CRTSEM) is proposed based on OC classification and recognition. However, the underlying model CRTSEM is built through incorporating the advantages of Gaussian Mixture Model (GMM) and Fuzzy Comprehensive Evaluation Model (FCEM) first. That is to say, independent state models are established for every state characteristic parameter according to their distribution types (i.e. the Gaussian distribution and logistic regression distribution). Meanwhile, Analytic Hierarchy Process (AHP) is utilized to calculate the weights of state characteristic parameters. Then, the OC classification is determined by the types of oil delivery tasks, and CRTSEMs of different standard OCs are built to constitute the CRTSEM matrix. On the other side, the OC recognition is realized by a self-organization model that is established on the basis of Back Propagation (BP) model. After the self-organization CRTSEM is derived through integration, real-time monitoring data can be inputted for OC recognition. At the end, the current state of the pump unit can be evaluated by using the right CRTSEM. The case study manifests that the proposed self-organization CRTSEM can provide reasonable and accurate state evaluation results for the pump unit. Besides, the assumption that the switching of OCs will influence the results of state evaluation is also verified.

  6. Brain Correlates of Self-Evaluation Deficits in Schizophrenia: A Combined Functional and Structural MRI Study

    PubMed Central

    Fan, Fengmei; Zou, Yizhuang; Jin, Zhen; Zen, Yawei; Zhu, Xiaolin; Yang, Fude; Tan, Yunlong; Zhou, Dongfeng

    2015-01-01

    Self-evaluation plays an important role in adaptive functioning and is a process that is typically impaired in patients with schizophrenia. Underlying neural mechanisms for this dysfunction may be associated with manifested psychosis. However, the brain substrates underlying this deficit are not well known. The present study used brain blood oxygen level dependent (BOLD) functional magnetic resonance imaging (fMRI) and gray matter voxel-based morphometry to explore the functional and structural brain correlates of self-evaluation deficits in schizophrenia. Eighteen patients with schizophrenia and 17 healthy controls were recruited and asked to judge whether a set of personality-trait adjectives were appropriate for describing themselves, a familiar other, or whether the adjectives were of positive or negative valence. Patients had slower response times for negative trait attributions than controls did; responses to positive trait attributions were faster than those for negative traits among the patient group, while no differences were observed in the control group. Control subjects showed greater activation within the dorsal medial prefrontal cortex (dMPFC) and the anterior cingulate cortex (ACC) than the patient group during the self-evaluation > semantic positivity-evaluation contrast. Patients showed greater activation mainly within the posterior cingulate gyrus (PCC) as compared to controls for the other-evaluation > semantic positivity-evaluation contrast. Furthermore, gray matter volume was reduced in the MPFC, temporal lobe, cuneus, and the dorsal lateral prefrontal cortex (DLPFC) among the patient group when compared to controls. The present study adds to previous findings regarding self- and other-referential processing in schizophrenia, providing support for neurobiological models of self-reflection impairment. PMID:26406464

  7. The role of uncertain self-esteem in self-handicapping.

    PubMed

    Harris, R N; Snyder, C R

    1986-08-01

    In this article, the hypothesis that some individuals confronted with an intellectual evaluation use a lack of preparation as a "self-handicapping" strategy (Jones & Berglas, 1978) was studied. Sex and both level and certainty of self-esteem were examined in regard to the self-handicapping strategy of lack of effort. Subjects were 54 men and 54 women, certain and uncertain, high and low self-esteem college students, who believed that the experiment was designed to update local norms for a nonverbal test of intellectual ability. After subjects' level of state anxiety was assessed, they were instructed in the benefits of practicing for the evaluation. Subsequently, subjects' state anxiety and preparatory efforts (the primary dependent variables) were measured. Subjects' practice, self-protective attributions, and related affect supported a self-handicapping interpretation for uncertain males but not for uncertain females.

  8. Self-reflection modulates the outcome evaluation process: Evidence from an ERP study.

    PubMed

    Zhu, Xiangru; Gu, Ruolei; Wu, Haiyan; Luo, Yuejia

    2015-12-01

    Recent research demonstrated structural overlap between reward and self processing, but the functional relationship that explains how self processing influences reward processing remains unclear. The present study used an experimentally constrained reflection task to investigate whether individuals' outcome evaluations in a gambling task are modulated by task-unrelated self- and other-reflection processes. The self- and other-reflection task contained descriptions of the self or others, and brain event-related potentials (ERPs) were recorded while 16 normal adults performed a gambling task. The ERP analysis focused on the feedback-related negativity (FRN) component. We found that the difference wave of FRN increased in the self-reflection condition compared with the other-reflection condition. The present findings provide direct evidence that self processing can influence reward processing. Copyright © 2015 Elsevier B.V. All rights reserved.

  9. "Whether I like it or not, it's important": Implicit importance of means predicts self-regulatory persistence and success.

    PubMed

    Critcher, Clayton R; Ferguson, Melissa J

    2016-06-01

    To effectively self-regulate, people must persevere on tasks that they deem important, regardless of whether those tasks are enjoyable. Building on past work that has noted the fundamental role of implicit cognition in guiding effective self-regulation, the present paper tests whether an implicit association between goal means and importance predicts self-regulatory persistence and success. Implicit importance predicted markers of effective self-regulation-better grades, more studying and exercise, and stronger standardized testing performance-over and above, and often better than, explicit beliefs about the importance of that self-regulation, as well as implicit evaluations of those means. In particular, those for whom tasks were fairly taxing to complete (i.e., those for whom this self-regulation required effortful self-control) were those who most benefitted from the implicit association between means and importance. Moreover, when participants were reminded of recent self-regulatory failure that they believed could be overcome through hard work, implicit importance toward the means increased as if to prepare them to achieve self-regulatory persistence. A final study sought to reconcile the present findings with previous work showing the key role that implicit evaluations play in effective self-regulation. We reasoned that means are important precisely because they are associated with valued end-states. Consistent with this account, implicit evaluations of end-states predicted the implicit importance of means, which in turn predicted effective self-regulation. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  10. A Self-Assessment Procedure for Use in Evaluation Training

    ERIC Educational Resources Information Center

    Stufflebeam, Daniel L.; Wingate, Lori A.

    2005-01-01

    This article describes the Self-Assessment of Program Evaluation Expertise instrument and procedure developed to help participants assess their learning gains in a 3-week evaluation institute. Participants completed the instrument in a pre- and posttest format. To reduce both the threat of embarrassment from individual results and the temptation…

  11. Classroom Factors Affecting Students: Self-Evaluation: An Interactional Model.

    ERIC Educational Resources Information Center

    Marshall, Hermine H.; Weinstein, Rhona S.

    1984-01-01

    A complex interactional model of classroom factors that contribute to the development of students' self-evaluations is presented. Factors described are: (1) task structure; (2) grouping practices; (3) feedback and evaluation procedures and information about ability; (4) motivational strategies; (5) locus of responsibility for learning; and (6) the…

  12. 29 CFR 1960.79 - Self-evaluations of occupational safety and health programs.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 29 Labor 9 2012-07-01 2012-07-01 false Self-evaluations of occupational safety and health programs. 1960.79 Section 1960.79 Labor Regulations Relating to Labor (Continued) OCCUPATIONAL SAFETY AND HEALTH... AND HEALTH PROGRAMS AND RELATED MATTERS Evaluation of Federal Occupational Safety and Health Programs...

  13. 29 CFR 1960.79 - Self-evaluations of occupational safety and health programs.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 29 Labor 9 2014-07-01 2014-07-01 false Self-evaluations of occupational safety and health programs. 1960.79 Section 1960.79 Labor Regulations Relating to Labor (Continued) OCCUPATIONAL SAFETY AND HEALTH... AND HEALTH PROGRAMS AND RELATED MATTERS Evaluation of Federal Occupational Safety and Health Programs...

  14. 29 CFR 1960.79 - Self-evaluations of occupational safety and health programs.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 29 Labor 9 2013-07-01 2013-07-01 false Self-evaluations of occupational safety and health programs. 1960.79 Section 1960.79 Labor Regulations Relating to Labor (Continued) OCCUPATIONAL SAFETY AND HEALTH... AND HEALTH PROGRAMS AND RELATED MATTERS Evaluation of Federal Occupational Safety and Health Programs...

  15. 29 CFR 1960.79 - Self-evaluations of occupational safety and health programs.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 29 Labor 9 2011-07-01 2011-07-01 false Self-evaluations of occupational safety and health programs. 1960.79 Section 1960.79 Labor Regulations Relating to Labor (Continued) OCCUPATIONAL SAFETY AND HEALTH... AND HEALTH PROGRAMS AND RELATED MATTERS Evaluation of Federal Occupational Safety and Health Programs...

  16. 10 CFR 712.14 - Medical assessment.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... evaluation: (i) If an HRP-certified individual requests an evaluation (i.e., self-referral); or (ii) If an... abuse of legal drugs or other substances, as identified by self-reporting or by medical or psychological evaluation or testing; (4) Threat of suicide, homicide, or physical harm; or (5) Medical conditions such as...

  17. 10 CFR 712.14 - Medical assessment.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... evaluation: (i) If an HRP-certified individual requests an evaluation (i.e., self-referral); or (ii) If an... abuse of legal drugs or other substances, as identified by self-reporting or by medical or psychological evaluation or testing; (4) Threat of suicide, homicide, or physical harm; or (5) Medical conditions such as...

  18. 10 CFR 712.14 - Medical assessment.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... evaluation: (i) If an HRP-certified individual requests an evaluation (i.e., self-referral); or (ii) If an... abuse of legal drugs or other substances, as identified by self-reporting or by medical or psychological evaluation or testing; (4) Threat of suicide, homicide, or physical harm; or (5) Medical conditions such as...

  19. 10 CFR 712.14 - Medical assessment.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... evaluation: (i) If an HRP-certified individual requests an evaluation (i.e., self-referral); or (ii) If an... abuse of legal drugs or other substances, as identified by self-reporting or by medical or psychological evaluation or testing; (4) Threat of suicide, homicide, or physical harm; or (5) Medical conditions such as...

  20. Self-Evaluation Manual for School Business Management.

    ERIC Educational Resources Information Center

    Pennsylvania Association of School Business Officials, Harrisburg.

    To augment the Pennsylvania Association of School Business Officials in the establishment of the highest standards and practices in school business administration, this manual provides an evaluation instrument of school business functions. Each of the 18 self-evaluation chapters is structured to be used independently and may be utilized in any…

  1. 48 CFR 3052.216-71 - Determination of award fee.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... periodically informed of the quality of its performance and areas in which improvements are expected. (c) The... was not earned. The contractor may submit a performance self-evaluation for each evaluation period. The amount of award is at the sole discretion of the Government but any self-evaluation received...

  2. 48 CFR 3052.216-71 - Determination of award fee.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... periodically informed of the quality of its performance and areas in which improvements are expected. (c) The... was not earned. The contractor may submit a performance self-evaluation for each evaluation period. The amount of award is at the sole discretion of the Government but any self-evaluation received...

  3. 48 CFR 1252.216-71 - Determination of award fee.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... contractor shall be periodically informed of the quality of its performance and areas in which improvements... reasons why the award fee was or was not earned. The contractor may submit a performance self-evaluation... self-evaluation received within ___ (insert number) days after the end of the current evaluation period...

  4. 48 CFR 1252.216-71 - Determination of award fee.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... contractor shall be periodically informed of the quality of its performance and areas in which improvements... reasons why the award fee was or was not earned. The contractor may submit a performance self-evaluation... self-evaluation received within ___ (insert number) days after the end of the current evaluation period...

  5. 48 CFR 3052.216-71 - Determination of award fee.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... periodically informed of the quality of its performance and areas in which improvements are expected. (c) The... was not earned. The contractor may submit a performance self-evaluation for each evaluation period. The amount of award is at the sole discretion of the Government but any self-evaluation received...

  6. 48 CFR 1252.216-71 - Determination of award fee.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... contractor shall be periodically informed of the quality of its performance and areas in which improvements... reasons why the award fee was or was not earned. The contractor may submit a performance self-evaluation... self-evaluation received within ___ (insert number) days after the end of the current evaluation period...

  7. 48 CFR 1252.216-71 - Determination of award fee.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... contractor shall be periodically informed of the quality of its performance and areas in which improvements... reasons why the award fee was or was not earned. The contractor may submit a performance self-evaluation... self-evaluation received within ___ (insert number) days after the end of the current evaluation period...

  8. 48 CFR 1252.216-71 - Determination of award fee.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... contractor shall be periodically informed of the quality of its performance and areas in which improvements... reasons why the award fee was or was not earned. The contractor may submit a performance self-evaluation... self-evaluation received within ___ (insert number) days after the end of the current evaluation period...

  9. 48 CFR 3052.216-71 - Determination of award fee.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... periodically informed of the quality of its performance and areas in which improvements are expected. (c) The... was not earned. The contractor may submit a performance self-evaluation for each evaluation period. The amount of award is at the sole discretion of the Government but any self-evaluation received...

  10. 48 CFR 3052.216-71 - Determination of award fee.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... periodically informed of the quality of its performance and areas in which improvements are expected. (c) The... was not earned. The contractor may submit a performance self-evaluation for each evaluation period. The amount of award is at the sole discretion of the Government but any self-evaluation received...

  11. 29 CFR 1960.79 - Self-evaluations of occupational safety and health programs.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 29 Labor 9 2010-07-01 2010-07-01 false Self-evaluations of occupational safety and health programs. 1960.79 Section 1960.79 Labor Regulations Relating to Labor (Continued) OCCUPATIONAL SAFETY AND HEALTH... AND HEALTH PROGRAMS AND RELATED MATTERS Evaluation of Federal Occupational Safety and Health Programs...

  12. The Principal's Role in the Post-Evaluation Process.--How Does the Principal Engage in the Work Carried out after the Schools Self-Evaluation?

    ERIC Educational Resources Information Center

    Emstad, Anne Berit

    2011-01-01

    This article refers to a study on how the school principal engaged in the process after a school self-evaluation. The study examined how two primary schools followed up the evaluation. Although they both used the same evaluation tool, the schools' understanding and application of results differed greatly. This paper describes and discusses the…

  13. The self-serving function of hypochondriacal complaints: physical symptoms as self-handicapping strategies.

    PubMed

    Smith, T W; Snyder, C R; Perkins, S C

    1983-04-01

    The present experiment tested the hypothesis that hypochondriacal individuals commonly use reports of physical illness and symptoms as a strategy to control attributions made about their performances in evaluative settings (i.e., self-handicapping strategies). Specifically, it was predicted that hypochondriacal individuals would report more recent physical illness and complaints and more current physical symptoms in an evaluative setting in which poor health could serve as an alternative explanation for poor performance than would either individuals in an evaluative setting in which poor health was precluded as an excuse or individuals in a nonevaluative setting. As predicted, results supported this self-protective pattern of complaints in a hypochondriacal sample but not in a nonhypochondriacal group. The self-protective role of hypochondriacal behavior is discussed in relation to other theory and research on the nature and treatment of hypochondriasis.

  14. Nonsuicidal Self-Harm among Community Adolescents: Understanding the "Whats" and "Whys" of Self-Harm

    ERIC Educational Resources Information Center

    Laye-Gindhu, Aviva; Schonert-Reichl, Kimberly A.

    2005-01-01

    This study examines self-harm in a community sample of adolescents. More specifically, the study identifies the prevalence and types of self-harm, elucidates the nature and underlying function of self-harm, and evaluates the relation of psychological adjustment, sociodemographic, and health-risk variables to self-harm. Self-report questionnaires…

  15. Do Self-Efficacy and Ability Self-Estimate Scores Reflect Distinct Facets of Ability Judgments?

    ERIC Educational Resources Information Center

    Hansen, Jo-Ida C.; Bubany, Shawn T.

    2008-01-01

    Vocational psychology has generated a number of concepts and assessment instruments considered to reflect ability self-concept (i.e., one's view of one's own abilities) relevant to career development. These concepts and measures often are categorized as either self efficacy beliefs or self-estimated (i.e., self-rated, self-evaluated) abilities.…

  16. Family incivility and job performance: a moderated mediation model of psychological distress and core self-evaluation.

    PubMed

    Lim, Sandy; Tai, Kenneth

    2014-03-01

    This study extends the stress literature by exploring the relationship between family incivility and job performance. We examine whether psychological distress mediates the link between family incivility and job performance. We also investigate how core self-evaluation might moderate this mediated relationship. Data from a 2-wave study indicate that psychological distress mediates the relationship between family incivility and job performance. In addition, core self-evaluation moderates the relationship between family incivility and psychological distress but not the relationship between psychological distress and job performance. The results hold while controlling for general job stress, family-to-work conflict, and work-to-family conflict. The findings suggest that family incivility is linked to poor performance at work, and psychological distress and core self-evaluation are key mechanisms in the relationship.

  17. Teacher-Evaluated Self-Regulation Is Related to School Achievement and Influenced by Parental Education in Schoolchildren Aged 8-12: A Case-Control Study.

    PubMed

    van Tetering, Marleen A J; de Groot, Renate H M; Jolles, Jelle

    2018-01-01

    There are major inter-individual differences in the school achievements of students aged 8-12. The determinants of these differences are not known. This paper investigates two possible factors: the self-regulation of the student and the educational levels obtained by their parents. The study first investigates whether children with high and low academic achievement differ in their self-regulation. It then evaluates whether there are differences in the self-regulation of children with high and moderate-to-low level of parental education (LPE). The focus was on the self-regulation of students as judged by their teacher. Teacher evaluations were assessed using an observer questionnaire: the Amsterdam Executive Functioning Inventory. Results showed that students with low school achievement had substantially lower teacher-perceived self-regulation than children with high school achievement. Furthermore, teacher-perceived self-regulation was lower for children with moderate-to-low LPE than for children with high LPE. The findings suggest that interventions on the domain of self-regulation skills should be developed and used, particularly in students at risk of poor school achievement.

  18. Teacher-Evaluated Self-Regulation Is Related to School Achievement and Influenced by Parental Education in Schoolchildren Aged 8–12: A Case–Control Study

    PubMed Central

    van Tetering, Marleen A. J.; de Groot, Renate H. M.; Jolles, Jelle

    2018-01-01

    There are major inter-individual differences in the school achievements of students aged 8–12. The determinants of these differences are not known. This paper investigates two possible factors: the self-regulation of the student and the educational levels obtained by their parents. The study first investigates whether children with high and low academic achievement differ in their self-regulation. It then evaluates whether there are differences in the self-regulation of children with high and moderate-to-low level of parental education (LPE). The focus was on the self-regulation of students as judged by their teacher. Teacher evaluations were assessed using an observer questionnaire: the Amsterdam Executive Functioning Inventory. Results showed that students with low school achievement had substantially lower teacher-perceived self-regulation than children with high school achievement. Furthermore, teacher-perceived self-regulation was lower for children with moderate-to-low LPE than for children with high LPE. The findings suggest that interventions on the domain of self-regulation skills should be developed and used, particularly in students at risk of poor school achievement. PMID:29670557

  19. Enhancing Students' Self-Regulation and Mathematics Performance: The Influence of Feedback and Self-Evaluative Standards

    ERIC Educational Resources Information Center

    Labuhn, Andju Sara; Zimmerman, Barry J.; Hasselhorn, Marcus

    2010-01-01

    The purpose of this study was to examine the effects of self-evaluative standards and graphed feedback on calibration accuracy and performance in mathematics. Specifically, we explored the influence of mastery learning standards as opposed to social comparison standards as well as of individual feedback as opposed to social comparison feedback. 90…

  20. Formative Evaluation of MyFit: A Curriculum to Promote Self-Regulation of Physical Activity among Middle School Students

    ERIC Educational Resources Information Center

    Grim, Melissa; Petosa, Rick; Hortz, Brian; Hunt, Laura

    2013-01-01

    Background: Previous interventions to increase physical activity among middle school students have not produced long-term results. Often, students lack the self-regulation skills needed to support long-term adherence to physical activity. Purpose: The purpose of this study was to conduct a formative evaluation of a self-regulation based physical…

  1. Self-Study and Evaluation Guide/1968 Edition. Section D-2B: Orientation on Mobility Services. (Dog Guide Program Only).

    ERIC Educational Resources Information Center

    National Accreditation Council for Agencies Serving the Blind and Visually Handicapped, New York, NY.

    This self-study and evaluation guide on orientation and mobility services (dog guide program emphasis) is one of 28 guides designed for organizations undertaking a self-study as part of the process for accreditation from the National Accreditation Council (NAC) for agencies serving the blind and visually handicapped. Provided are lists of…

  2. 20 CFR 416.975 - Evaluation guides if you are self-employed.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 6 months. We will not consider work you performed at the substantial gainful activity level for more... substantial gainful activity level. [46 FR 4872, Jan. 19, 1981, as amended at 48 FR 21940, May 16, 1983; 49 FR... Activity § 416.975 Evaluation guides if you are self-employed. (a) If you are a self-employed person. If...

  3. Self-Study and Evaluation Guide/1968 Edition. Section D-5: Social Services. (Revised 1977).

    ERIC Educational Resources Information Center

    National Accreditation Council for Agencies Serving the Blind and Visually Handicapped, New York, NY.

    This self-study and evaluation guide on social services is one of twenty-eight guides designed for organizations who are undertaking a self-study as part of the process for accreditation from the National Accreditation Council (NAC) for agencies serving the blind and visually handicapped. Provided are lists of standards to be appraised by the…

  4. Self-Study and Evaluation Guide/1977 Edition. Section D-2A: Orientation and Mobility Services.

    ERIC Educational Resources Information Center

    National Accreditation Council for Agencies Serving the Blind and Visually Handicapped, New York, NY.

    This self-study and evaluation guide on orientation and mobility services is one of 28 guides designed for organizations undertaking a self-study as part of the process for accreditation from the National Accreditation Council (NAC) for agencies serving the blind and visually handicapped. Provided are lists of standards to be appraised by the…

  5. Strong Schools against Suicidality and Self-Injury: Evaluation of a Workshop for School Staff

    ERIC Educational Resources Information Center

    Groschwitz, Rebecca; Munz, Lara; Straub, Joana; Bohnacker, Isabelle; Plener, Paul L.

    2017-01-01

    Nonsuicidal self-injury (NSSI) and suicidality are common among adolescents. School staff are often the first adults to be confronted with those behaviors. However, previous studies have shown a lack of knowledge and confidence in dealing with self-harming behaviors. Objectives of this study were to evaluate a workshop on NSSI and suicidality in…

  6. [Effect of body image in adolescent orthodontic treatment].

    PubMed

    Minghui, Peng; Jing, Kang; Xiao, Deng

    2017-10-01

    This study was designed to probe the psychological factors adolescent orthodontic patients, the role of body image and self-esteem in the whole process of orthodontic treatment and the impact on the efficacy and satisfaction of orthodontic. Five hundred and twenty-eight patients were selected in this study. The Aesthetic Component of the Index of Orthodontic Treatment Need (IOTN-AC) , Rosenberg Self-Esteem Scale (SES), Negative Physical Self-General (NPS-G) and other body analysis scale study after orthodontic lasted 18-24 months were used to investigate the role of body image in adolescent orthodontic treatment. Esthetic evaluation of patients teeth after correction had been significantly improved, patient self-evaluation difference IOTN-AC doctor evaluation, Psychosocial Impact of Dental Aesthetics Questionnaire-tooth confidence, aesthetic concerns, psychological impact and social function were significantly improved. The improvement of the dental aesthetics component (T2 when doctors evaluate IOTN-AC) was positively correlated with the evaluation of the efficacy, and was significantly negatively correlated with the negative emotions of patients at baseline. Negative body image-dental dissatisfied-cognitive component and the affective component, the overall negative body image and negative emotions can predict patient satisfaction with treatment efficacy. Orthodontic treatment not only improves the self-aesthetic evaluation of adolescent patients, but also has a positive effect on the mental health of adolescent patients.

  7. Influence of the wording of evaluation items on outcome-based evaluation results for large-group teaching in anatomy, biochemistry and legal medicine.

    PubMed

    Anders, Sven; Pyka, Katharina; Mueller, Tjark; von Streinbuechel, Nicole; Raupach, Tobias

    2016-11-01

    Student learning outcome is an important dimension of teaching quality in undergraduate medical education. Measuring an increase in knowledge during teaching requires repetitive objective testing which is usually not feasible. As an alternative, student learning outcome can be calculated from student self-ratings. Comparative self-assessment (CSA) gain reflects the performance difference before and after teaching, adjusted for initial knowledge. It has been shown to be a valid proxy measure of actual learning outcome derived from objective tests. However, student self-ratings are prone to a number of confounding factors. In the context of outcome-based evaluation, the wording of self-rating items is crucial to the validity of evaluation results. This randomized trial assessed whether including qualifiers in these statements impacts on student ratings and CSA gain. First-year medical students self-rated their initial (then-test) and final (post-test) knowledge for lectures in anatomy, biochemistry and legal medicine, respectively, and 659 questionnaires were retrieved. Six-point scales were used for self-ratings with 1 being the most positive option. Qualifier use did not affect then-test ratings but was associated with slightly less favorable post-test ratings. Consecutively, mean CSA gain was smaller for items containing qualifiers than for items lacking qualifiers (50.6±15.0% vs. 56.3±14.6%, p=0.079). The effect was more pronounced (Cohen's d=0.82) for items related to anatomy. In order to increase fairness of outcome-based evaluation and increase the comparability of CSA gain data across subjects, medical educators should agree on a consistent approach (qualifiers for all items or no qualifiers at all) when drafting self-rating statements for outcome-based evaluation. Copyright © 2016 Elsevier GmbH. All rights reserved.

  8. Is Low Self-Esteem a Risk Factor for Depression? Findings from a Longitudinal Study of Mexican-Origin Youth

    PubMed Central

    Orth, Ulrich; Robins, Richard W.; Widaman, Keith F.; Conger, Rand D.

    2013-01-01

    We examined the relation between low self-esteem and depression using longitudinal data from a sample of 674 Mexican-origin early adolescents who were assessed at age 10 and 12 years. Results supported the vulnerability model, which states that low self-esteem is a prospective risk factor for depression. Moreover, results suggested that the vulnerability effect of low self-esteem is driven, for the most part, by general evaluations of worth (i.e., global self-esteem), rather than by domain-specific evaluations of academic competence, physical appearance, and competence in peer relationships. The only domain-specific self-evaluation that showed a prospective effect on depression was honesty–trustworthiness. The vulnerability effect of low self-esteem held for male and female adolescents, for adolescents born in the United States vs. Mexico, and across different levels of pubertal status. Finally, the vulnerability effect held when we controlled for several theoretically relevant third variables (i.e., social support, maternal depression, stressful events, and relational victimization), and for interactive effects between self-esteem and the third variables. The present study contributes to an emerging understanding of the link between self-esteem and depression and provides much needed data on the antecedents of depression in ethnic minority populations. PMID:23895172

  9. Is low self-esteem a risk factor for depression? Findings from a longitudinal study of Mexican-origin youth.

    PubMed

    Orth, Ulrich; Robins, Richard W; Widaman, Keith F; Conger, Rand D

    2014-02-01

    We examined the relation between low self-esteem and depression using longitudinal data from a sample of 674 Mexican-origin early adolescents who were assessed at age 10 and 12 years. Results supported the vulnerability model, which states that low self-esteem is a prospective risk factor for depression. Moreover, results suggested that the vulnerability effect of low self-esteem is driven, for the most part, by general evaluations of worth (i.e., global self-esteem), rather than by domain-specific evaluations of academic competence, physical appearance, and competence in peer relationships. The only domain-specific self-evaluation that showed a prospective effect on depression was honesty-trustworthiness. The vulnerability effect of low self-esteem held for male and female adolescents, for adolescents born in the United States versus Mexico, and across different levels of pubertal status. Finally, the vulnerability effect held when we controlled for several theoretically relevant 3rd variables (i.e., social support, maternal depression, stressful events, and relational victimization) and for interactive effects between self-esteem and the 3rd variables. The present study contributes to an emerging understanding of the link between self-esteem and depression and provides much needed data on the antecedents of depression in ethnic minority populations.

  10. Accurate monitoring leads to effective control and greater learning of patient education materials.

    PubMed

    Rawson, Katherine A; O'Neil, Rochelle; Dunlosky, John

    2011-09-01

    Effective management of chronic diseases (e.g., diabetes) can depend on the extent to which patients can learn and remember disease-relevant information. In two experiments, we explored a technique motivated by theories of self-regulated learning for improving people's learning of information relevant to managing a chronic disease. Materials were passages from patient education booklets on diabetes from NIDDK. Session 1 included an initial study trial, Session 2 included self-regulated restudy, and Session 3 included a final memory test. The key manipulation concerned the kind of support provided for self-regulated learning during Session 2. In Experiment 1, participants either were prompted to self-test and then evaluate their learning before selecting passages to restudy, were shown the prompt questions but did not overtly self-test or evaluate learning prior to selecting passages, or were not shown any prompts and were simply given the menu for selecting passages to restudy. Participants who self-tested and evaluated learning during Session 2 had a small but significant advantage over the other groups on the final test. Secondary analyses provided evidence that the performance advantage may have been modest because of inaccurate monitoring. Experiment 2 included a group who also self-tested but who evaluated their learning using idea-unit judgments (i.e., by checking their responses against a list of key ideas from the correct response). Participants who self-tested and made idea-unit judgments exhibited a sizable advantage on final test performance. Secondary analyses indicated that the performance advantage was attributable in part to more accurate monitoring and more effective self-regulated learning. An important practical implication is that learning of patient education materials can be enhanced by including appropriate support for learners' self-regulatory processes. (c) 2011 APA, all rights reserved.

  11. Systematic review of the psychometric properties and theoretical grounding of instruments evaluating self-care in people with type 2 diabetes mellitus.

    PubMed

    Caro-Bautista, Jorge; Martín-Santos, Francisco Javier; Morales-Asencio, Jose Miguel

    2014-06-01

    To determine the psychometric properties and theoretical grounding of instruments that evaluate self-care behaviour or barriers in people with type 2 diabetes. There are many instruments designed to evaluate self-care behaviour or barriers in this population, but knowledge about their psychometric validation processes is lacking. Systematic review. We conducted a search for psychometric or validation studies published between January 1990-December 2012. We carried out searches in Pubmed, CINAHL, PsycINFO, ProQuolid, BibliPRO and Google SCHOLAR to identify instruments that evaluated self-care behaviours or barriers to diabetes self-care. We conducted a systematic review with the following inclusion criteria: Psychometric or clinimetric validation studies that included patients with type 2 diabetes (exclusively or partially) and which analysed self-care behaviour or barriers to self-care and proxies like self-efficacy or empowerment, from a multidimensional approach. Language: Spanish or English. Two authors independently assessed the quality of the studies and extracted data using Terwee's proposed criteria: psychometrics properties, dimensionality, theoretical ground and population used for validation through each included instrument. Sixteen instruments achieved the inclusion criteria for the review. We detected important methodological flaws in many of the selected instruments. Only the Self-management Profile for Type 2 Diabetes and Problem Areas in Diabetes Scale met half of Terwee's quality criteria. There are no instruments for identifying self-care behaviours or barriers elaborated with a strong validation process. Further research should be carried out to provide patients, clinicians and researchers with valid and reliable instruments that are methodologically solid and theoretically grounded. © 2013 John Wiley & Sons Ltd.

  12. Evaluating the Factor Structure of "Self-Concept" in Children: A Cautionary Note

    ERIC Educational Resources Information Center

    Drummond, Robert J.; McIntire, Walter G.

    1977-01-01

    This article examines the factor structure of two measures of self-concept routinely used with elementary school children: the Coopersmith Self-Esteem Inventory and the Self-Concept and Motivation Inventory. (Author)

  13. How Is PTSD Measured?

    MedlinePlus

    ... a good choice for a particular evaluation. Self-report Questionnaires A self-report questionnaire is a set of questions, usually printed ... than an interview. An example of a self-report measure is: An example of a self-report ...

  14. The effects of impression management demands on heart rate, self-reported social anxiety, and social competence in undergraduate males.

    PubMed

    Sheffer, C E; Penn, D L; Cassisi, J E

    2001-01-01

    The effects of self-presentation demands were evaluated through conversational probe (CP) role-play tasks. Participants (N = 29) were required to manage their self-presentations (i.e., the impression they made, in each of two conditions). During high impression management (IM) demand, participants were evaluated on their performance. During Low IM demand, participants evaluated a confederate's performance. The High IM demand condition produced significantly higher heart rate (HR) and self-reported anxiety. HR and self-reported anxiety accounted for a significant amount of the variance in criterion measures of social competence. Greater social competence during High IM was associated with higher HR. Greater social competence during Low IM was associated with lower HR and lower self-reported anxiety. Although preliminary, these results suggest that uncontrolled IM demands contributed to mixed results found within and between social anxiety studies in the literature. Implications for the treatment of social anxiety are discussed.

  15. Development and psychometric properties of a self-regulation scale about leisure time physical activity in Iranian male adolescents.

    PubMed

    Abasi, Mohammad Hadi; Eslami, Ahmad Ali; Rakhshani, Fatemeh; Shiri, Mansoor

    2016-01-01

    Self-regulation is one of the current psychological concepts that have been known as a determinant of leisure time physical activity. Due to cultural and social diversity in different societies and age groups, application of specific questionnaires is essential to perform investigations about physical activities. The aim of this study is development and evaluation of psychometric properties of a self-regulation questionnaire about leisure time physical activity in Iranian male adolescents. This cross-sectional study was conducted in 2013, and data of 603 male students from 12 high schools in Isfahan were collected. A comprehensive literature review and similar questionnaire review were conducted and 25 items were selected or developed to measure self-regulation. Comprehensibility of items was evaluated in a pilot study and an expert panel evaluated face and content validity. Exploratory factors analysis (EFA) was used for evaluation of construct validity and extraction of sub-constructs of self-regulation. Leisure time physical activity was assessed using International Physical Activity Questionnaire (IPAQ). The mean age of the participants was 16.3 years (SD =1.0) and the range was 15-19 years. Cronbach's α coefficient of the questionnaire in the pilot and main study was 0.84 and 0.90, respectively. EFA resulted in four sub-constructs including "enlistment of social support", "goal setting", "self-construction", and "self-monitoring", which explained 63.6% of the variance of self-regulation. Results of this investigation provide some support to the validity and reliability of the 16-item questionnaire of self-regulation abut leisure time physical activity in the target group.

  16. Relationship of core self-evaluations traits--self-esteem, generalized self-efficacy, locus of control, and emotional stability--with job satisfaction and job performance: a meta-analysis.

    PubMed

    Judge, T A; Bono, J E

    2001-02-01

    This article presents meta-analytic results of the relationship of 4 traits--self-esteem, generalized self-efficacy, locus of control, and emotional stability (low neuroticism) with job satisfaction and job performance. With respect to job satisfaction, the estimated true score correlations were .26 for self-esteem, .45 for generalized self-efficacy, .32 for internal locus of control, and .24 for emotional stability. With respect to job performance, the correlations were .26 for self-esteem, .23 for generalized self-efficacy, .22 for internal locus of control, and .19 for emotional stability. In total, the results based on 274 correlations suggest that these traits are among the best dispositional predictors of job satisfaction and job performance. T. A. Judge, E. A. Locke. and C. C. Durham's (1997) theory of core self-evaluations is used as a framework for discussing similarities between the 4 traits and their relationships to satisfaction and performance.

  17. Translation and validation of the Self-care of Heart Failure Index into Persian.

    PubMed

    Siabani, Soraya; Leeder, Stephen R; Davidson, Patricia M; Najafi, Farid; Hamzeh, Behrooz; Solimani, Akram; Siahbani, Sara; Driscoll, Tim

    2014-01-01

    Chronic heart failure (CHF) is a common burdensome health problem worldwide. Self-care improves outcomes in patients with CHF. The Self-care of Heart Failure Index (SCHFI) is a well-known scale for assessing self-care. A reliable, valid, and culturally acceptable instrument is needed to develop and test self-care interventions in Iran. We sought to translate and validate the Persian version of SCHFI v 6.2 (pSCHFI). We translated the SCHFI into Persian (pSCHFI) using standardized methods. The reliability was evaluated by assessing Cronbach's α coefficient. Expert opinion, discussion with patients, and confirmatory factor analysis were used to assess face validity, content validity, and construct validity, respectively. The analysis, using 184 participants, showed acceptable internal consistency and construct validity for the 3 subscales of pSCHFI-self-care maintenance, self-care management, and self-care self-confidence. The pSCHFI is a valid instrument with an acceptable reliability for evaluating self-care in Persian patients with heart failure.

  18. Physiotherapists supporting self-management through health coaching: a mixed methods program evaluation.

    PubMed

    Dufour, Sinéad Patricia; Graham, Shane; Friesen, Josh; Rosenblat, Michael; Rous, Colin; Richardson, Julie

    2015-01-01

    To evaluate a program in support of chronic disease self-management (CDSM) that is founded on a health coaching (HC) approach, includes supervised exercise and mindfulness-based stress reduction components and is delivered within a private practice physiotherapy setting. An explanatory mixed method design, framed by theory-based program evaluation, was employed to evaluate an eight-week group-based program. Standardized self-rated and performance measures were evaluated pre- and post intervention. Additionally, participant focus groups were conducted following the intervention period. An inductive thematic approach was undertaken to analyze the qualitative data. Seventeen participants (N = 17) completed the study. Improvements were seen in both self-report and performance outcomes. Participants explained how and why they felt the program was beneficial. Six themes were generated: (1) group dynamic; (2) learning versus doing; (3) holism and comprehensive care; (4) self-efficacy and empowerment; (5) previous solutions versus new management strategies; and (6) healthcare provider support. This study established that a group program in support of CDSM founded on a HC approach demonstrated potential value from participants as well as favorable outcomes. A pragmatic randomized control trial is required to determine efficacy of this intervention.

  19. Negative Attitudes toward Older Workers and Hiring Decisions: Testing the Moderating Role of Decision Makers' Core Self-Evaluations.

    PubMed

    Fasbender, Ulrike; Wang, Mo

    2016-01-01

    Organizational hiring practices have been charged for unfair treatment on the grounds of age. Drawing on theories of planned behavior and core self-evaluations, this research investigated the impact of negative attitudes toward older workers on hiring decisions and examined the moderating role of decision-makers' core self-evaluations. We tested our hypotheses based on a structured online questionnaire and a vignette study using a sample of 102 participants working in human resource management across different industries. As predicted, negative attitudes toward older workers were positively related to avoidance of hiring older people, which in turn was negatively related to the likelihood to select the oldest candidate. Because hiring decisions are not only about the hiring subject but also about the decision-maker, we tested the moderating role of decision-makers' core self-evaluations. Results showed that core self-evaluations buffered the relationship between negative attitudes toward older workers and avoidance of hiring older people. Theoretical implications of the findings with regard to hiring decisions about older people and practical recommendations to improve diversity management strategies and age-balanced hiring practices in organizations are discussed.

  20. 41 CFR 51-10.110 - Self-evaluation.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... Contracts COMMITTEE FOR PURCHASE FROM PEOPLE WHO ARE BLIND OR SEVERELY DISABLED 10-ENFORCEMENT OF... PEOPLE WHO ARE BLIND OR SEVERELY DISABLED § 51-10.110 Self-evaluation. (a) The agency shall, by August 24...

  1. 41 CFR 51-10.110 - Self-evaluation.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... Contracts COMMITTEE FOR PURCHASE FROM PEOPLE WHO ARE BLIND OR SEVERELY DISABLED 10-ENFORCEMENT OF... PEOPLE WHO ARE BLIND OR SEVERELY DISABLED § 51-10.110 Self-evaluation. (a) The agency shall, by August 24...

  2. 41 CFR 51-10.110 - Self-evaluation.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... Contracts COMMITTEE FOR PURCHASE FROM PEOPLE WHO ARE BLIND OR SEVERELY DISABLED 10-ENFORCEMENT OF... PEOPLE WHO ARE BLIND OR SEVERELY DISABLED § 51-10.110 Self-evaluation. (a) The agency shall, by August 24...

  3. 41 CFR 51-10.110 - Self-evaluation.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... Contracts COMMITTEE FOR PURCHASE FROM PEOPLE WHO ARE BLIND OR SEVERELY DISABLED 10-ENFORCEMENT OF... PEOPLE WHO ARE BLIND OR SEVERELY DISABLED § 51-10.110 Self-evaluation. (a) The agency shall, by August 24...

  4. 41 CFR 51-10.110 - Self-evaluation.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... Contracts COMMITTEE FOR PURCHASE FROM PEOPLE WHO ARE BLIND OR SEVERELY DISABLED 10-ENFORCEMENT OF... PEOPLE WHO ARE BLIND OR SEVERELY DISABLED § 51-10.110 Self-evaluation. (a) The agency shall, by August 24...

  5. Students aggress against professors in reaction to receiving poor grades: an effect moderated by student narcissism and self-esteem.

    PubMed

    Vaillancourt, Tracy

    2013-01-01

    Laboratory evidence about whether students' evaluations of teaching (SETs) are valid is lacking. Results from three (3) independent studies strongly confirm that "professors" who were generous with their grades were rewarded for their favor with higher SETs, while professors who were frugal were punished with lower SETs (Study 1, d = 1.51; Study 2, d = 1.59; Study 3, partial η(2) = .26). This result was found even when the feedback was manipulated to be more or less insulting (Study 3). Consistent with laboratory findings on direct aggression, results also indicated that, when participants were given a poorer feedback, higher self-esteem (Study 1 and Study 2) and higher narcissism (Study 1) were associated with them giving lower (more aggressive) evaluations of the "professor." Moreover, consistent with findings on self-serving biases, participants higher in self-esteem who were in the positive grade/feedback condition exhibited a self-enhancing bias by giving their "professor" higher evaluations (Study 1 and Study 2). The aforementioned relationships were not moderated by the professor's sex or rank (teaching assistant vs.professor). Results provide evidence that (1) students do aggress against professors through poor teaching evaluations, (2) threatened egotism among individuals with high self-esteem is associated with more aggression, especially when coupled with high narcissism, and (3) self-enhancing biases are robust among those with high self-esteem. © 2012 Wiley Periodicals, Inc.

  6. Self-Concept, Self-Esteem and Academic Achievement: Strategies for Maintaining Self-Esteem in Students Experiencing Academic Failure

    ERIC Educational Resources Information Center

    Peixoto, Francisco; Almeida, Leandro S.

    2010-01-01

    Previous research into the relationship between self-esteem and academic achievement shows that despite differences in academic self-evaluation, students' global self-representations do not differ as a result of their grades at school. In this study, we will analyse the strategies that underachievers used to maintain their self-esteem at an…

  7. [Self-esteem and giftedness: a Rorschach Comprehensive System study].

    PubMed

    Kostogianni, N; Andronikof, A

    2014-02-01

    According to empirical literature, low self-esteem is highly correlated to behavioural and emotional problems in gifted children and adolescents. Since self-esteem is an indicator of social and emotional adjustment, it would be interesting to better understand the meaning of this construct, as it is evaluated explicitly with the use of self-report questionnaires. In order to explore the psychological processes underlying the explicit self-esteem, we studied the relation of a self-report questionnaire and an indirect measure of self and interpersonal perception using the Rorschach Comprehensive System (CS). The participants were 93 children, aged between 9 and 15 years old, with an IQ≥130. They were attending regular classes (no curriculum difference). Self-esteem was evaluated using the Coopersmith Self-Esteem Inventory (SEI). We used the Rorschach CS measures of self and interpersonal perception. The results showed no significant correlation between self-esteem and high IQ. A negative correlation between self-esteem evaluated on the SEI and the Rorschach Vista responses was found, which reflected self-critical introspection and painful self-appraisal. Then a positive correlation was observed between self-esteem and reflection answers on the Rorschach (Fr+rF>0), which are related to narcissistic-like features of personality. We also found a positive correlation between self-esteem and the Rorschach egocentricity index (EGO), which provides an estimate of self-concern. Finally, the strongest correlation was found between self-esteem and the dominance of good over poor human representations (GHR>PHR), which reveals effective interpersonal behaviour. The psychological processes which seem to be related to low self-esteem in gifted children and adolescents are maladaptive interpersonal behaviours, painful experience of introspection focusing on perceived negative aspects of the self, absence of narcissistic-like features of the personality and low self-concern. These findings may suggest that intervention planning with gifted children and adolescents with low self-esteem should emphasize the accurate interpretation of interpersonal data, develop social skills and restructure negative self-thoughts. Copyright © 2013 L’Encéphale, Paris. Published by Elsevier Masson SAS. All rights reserved.

  8. Mothers' Attributions in Reminiscing Conversations about Children's Successes and Failures: Connections with Children's Self-Evaluations

    ERIC Educational Resources Information Center

    Goodvin, Rebecca; Rolfson, Jacqueline

    2014-01-01

    Effects of feedback on children's self-evaluations are well established, yet little is known about how parents talk with children about everyday successes and failures, despite the importance of parent-child reminiscing in children's psychological understanding. We examine mothers' attributions and performance evaluations in conversations about…

  9. Summative Evaluation of the Manukau Family Literacy Project, 2004

    ERIC Educational Resources Information Center

    Benseman, John Robert; Sutton, Alison Joy

    2005-01-01

    This report covers a summative evaluation of a family literacy project in Auckland, New Zealand. The evaluation covered 70 adults and their children over a two year period. Outcomes for the program included literacy skill gains for both adults and children, increased levels of self-confidence and self-efficacy, greater parental involvement in…

  10. From Curricular Justice to Educational Improvement: What Is the Role of Schools' Self-Evaluation?

    ERIC Educational Resources Information Center

    Sampaio, Marta; Leite, Carlinda

    2017-01-01

    This article presents a study that aimed to understand the contributions of self-evaluation (SE) processes towards the development of curricular and social justice and educational improvement. The study focuses on data collected from the schools' external evaluation (SEE) process and from the TEIP programme (Educational Territories of Priority…

  11. Introduction to the QIAT Self-Evaluation Matrices

    ERIC Educational Resources Information Center

    Zabala, Joy Smiley; Carl, Diana F.

    2004-01-01

    The QIAT Self-Evaluation Matrices (QILT, 2001) were developed in response to formative evaluation data indicating a need for a model that could assist in the application of the Quality Indicators for Assistive Technology Services in Schools (Zabala, et al, 2000). The QIAT Matrices are based on the idea that change does not happen immediately, but…

  12. Handicap Accessibility: A Self-Evaluation Guidebook for ACTION and Its Grantees. Handbook 240.

    ERIC Educational Resources Information Center

    ACTION, Washington, DC. Office of Equal Opportunity.

    This handbook is designed to assist managers of ACTION grantee programs in evaluating the degree to which the needs of persons with disabilities are incorporated into their programs for physical accessibility of buildings and facilities. After a general discussion of self-evaluation principles and accessibility guidelines, a checklist is provided…

  13. Benefits of Using the "NADE Self-Evaluation Guides" for Program Development, Improvement, and Evaluation

    ERIC Educational Resources Information Center

    Neuburger, Jane

    2018-01-01

    The "NADE Self-Evaluation Guides" are a compendium of best practices in four areas: (1) Tutoring Services; (2) Course-based Learning Assistance; (3) the Teaching & Learning Process; and (4) Developmental Coursework, also recently known as transitional, co-requisite, accelerated, or bridge programs, all of which are…

  14. Self-Study and Evaluation Guide. Section C-2: Accounting for Services and Finances.

    ERIC Educational Resources Information Center

    National Accreditation Council for Agencies Serving the Blind and Visually Handicapped, New York, NY.

    The self study and evaluation guide, one of 16 documents for accreditation of agencies serving the blind and visually handicapped, focuses on accounting for services and finances. Standards address five areas: planning for accounting for services and finances, service accounting systems, financial accounting systems, evaluation, and public…

  15. Cross-Cultural Differences in the Self-Evaluations of American and Finnish Elementary Teachers.

    ERIC Educational Resources Information Center

    Tirri, Kirsi

    This study investigated the cross-cultural differences in American and Finnish elementary teachers' evaluations of their classroom teaching behaviors. The self-evaluation instrument developed for the study was administered to 167 American elementary teachers from Indiana and Texas and to 172 Finnish teachers (also elementary) from two different…

  16. The Inclusion of Self-Assessment in Merit Evaluation

    ERIC Educational Resources Information Center

    Rigler, Kenneth L.; Cook-Benjamin, Lorie; Wieland, Regi; Tholstrup, Carrie

    2016-01-01

    The purpose of this survey study was to collect faculty perceptions toward changes made to the faculty merit evaluation process in a college of education at a state comprehensive university. The changes in the evaluation occurred over a two-year period, where a formative rubric and faculty self-assessment were incorporated into the merit…

  17. 25 CFR 1000.359 - What are the responsibilities of the Secretary's designated representative(s) after the annual...

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... designated representative(s) after the annual trust evaluation? 1000.359 Section 1000.359 Indians OFFICE OF... THE TRIBAL SELF-GOVERNMENT ACT AMENDMENTS TO THE INDIAN SELF-DETERMINATION AND EDUCATION ACT Trust Evaluation Review Annual Trust Evaluations § 1000.359 What are the responsibilities of the Secretary's...

  18. Checklist for Excellence in Science Teaching and Learning

    ERIC Educational Resources Information Center

    Ediger, Marlow

    2016-01-01

    Science teachers need to evaluate their lessons and units of study, frequently, to stay abreast of recommended trends in the curriculum. Self evaluation is involved here. A quality science program must be implemented in order to assist learners to achieve as optimally as possible. Which guidelines should then serve in self evaluation?

  19. The Effect of Faculty Self-Promotion on Student Evaluations of Teaching

    ERIC Educational Resources Information Center

    Farreras, Ingrid G.; Boyle, Robert W.

    2012-01-01

    This study investigated the effect that varying degrees of faculty self-promotion had on 322 student evaluations. As high student evaluations are correlated with greater student learning, it is imperative that we assess how faculty's presentation style is perceived by students so as to enhance instruction and therefore student learning. Students…

  20. Self and Peer Evaluation of Writing in the Interactive ESL Classroom: An Exploratory Study.

    ERIC Educational Resources Information Center

    Rothschild, Dennie; Klingenberg, Felicia

    1990-01-01

    Investigates self- and peer evaluation of writing in the English-as-a-Second-Language classroom. The investigation is examined in two parts: (1) adapting and implementing an appropriate evaluation scale, and (2) studying the various end-of-term effects use of the scale had on students. (17 references) (GLR)

  1. Student information literacy: psychometric validation of a self-efficacy report.

    PubMed

    Brown, Gavin T L

    2005-06-01

    Psychometric characteristics of the Student Information Literacy Self-efficacy Report based on responses from 498 students ages 9 to 12 years are reported. Students report their self-efficacy (confidence and difficulty) in 11 different phases of being information literate, i.e., developing a topic, planning, self-management, locating sources, selecting sources, retrieving information, analysing information, evaluating information, synthesising knowledge, presenting knowledge, and self-evaluation using a positively packed rating scale. The data were strongly internally consistent (Cronbach alpha=.95) with a test-retest reliability of .78. The 11 phases, factors measured by a matching pair of self-efficacy questions, were confirmed (chi2=529.68; df= 198; RMSEA =.058; TLI=.940). Ratings were correlated low with teachers' ratings and test scores of information literacy skills and moderately correlated with academic self-concept. The test provides unique information about students' self-efficacy for information literacy. Its use in classrooms is warranted.

  2. Developmental Change and Time-Specific Variation in Global and Specific Aspects of Self-Concept in Adolescence and Association with Depressive Symptoms

    PubMed Central

    Kuzucu, Yasar; Bontempo, Daniel E.; Hofer, Scott M.; Stallings, Michael C.; Piccinin, Andrea M.

    2014-01-01

    Previous research has demonstrated that adolescents make differential self-evaluations in multiple domains that include physical appearance, academic competence, and peer acceptance. We report growth curve analyses over a seven year period from age 9 to age 16 on the six domains of the Harter Self-Perception Profile for Children. In general, we find little change in self-concept, on average, but do find substantial individual differences in level, rate of change, and time-specific variation in these self- evaluations. The results suggest that sex differences and adoptive status were related to only certain aspects of the participants’ self-concept. Depressive symptoms were found to have significant effects on individual differences in rate of change and on time-specific variation in general self-concept, as well as on some of the specific domains of self-concept. PMID:25143664

  3. Passion, self-esteem, and the role of comparative performance evaluation.

    PubMed

    Stenseng, Frode; Dalskau, Lina Harvold

    2010-12-01

    Two studies were conducted to investigate the paradoxical behavior of obsessively passionate individuals: they tend to continue involvement in their passion activity despite reporting the activity as a source of ill-being. We suggested that elevated self-esteem in activity engagement could be one such persistence-promoting factor. In Study 1, we found that obsessively passionate individuals reported lower levels of global self-esteem compared with harmoniously passionate individuals, whereas they reported similar levels of activity-related self-esteem. We suggest that this indicates that obsessively passionate individuals try to compensate for low global self-esteem by utilizing self-esteem contingencies in their passion activity. Study 2 showed that activity-related self-esteem among obsessively passionate individuals was found to be strongly related to comparative performance evaluations, whereas no such relationship was found among harmoniously passionate individuals. We suggest that self-esteem contingencies related to comparative performance criteria represent a persistence-promoting factor among obsessively passionate individuals.

  4. Teachers' Source Evaluation Self-Efficacy Predicts Their Use of Relevant Source Features When Evaluating the Trustworthiness of Web Sources on Special Education

    ERIC Educational Resources Information Center

    Andreassen, Rune; Bråten, Ivar

    2013-01-01

    Building on prior research and theory concerning source evaluation and the role of self-efficacy in the context of online learning, this study investigated the relationship between teachers' beliefs about their capability to evaluate the trustworthiness of sources and their reliance on relevant source features when judging the trustworthiness…

  5. Exploring the Suitability of an English for Health Sciences Program: Model and Report of a Self-Evaluation Process

    ERIC Educational Resources Information Center

    Ferrer, Erica; Pérez, Yuddy

    2017-01-01

    Program evaluation is a process of carefully collecting information in order to make informed decisions to strengthen specific components of a given program. The type of evaluation an institution decides to undertake depends on the purpose as well as on the information the institution wants to find out about its program. Self-evaluation represents…

  6. The Relationship of Self-Disclosure to Personality, Adjustment and Self-Actualization

    ERIC Educational Resources Information Center

    Lombardo, John P.; Fantasia, Saverio C.

    1976-01-01

    Tested the hypothesis that a high level of self-disclosure is indicative of psychological adjustment and self-actualization. The self-disclosure scale, Social Avoidance and Distress, Fear of Negative Evaluation, Alienation and Repression-Sensitization scales were administered to 60 introductory psychology students. (Editor/RK)

  7. Using Trait-State Models to Evaluate the Longitudinal Consistency of Global Self-Esteem From Adolescence to Adulthood.

    PubMed

    Donnellan, M Brent; Kenny, David A; Trzesniewski, Kali H; Lucas, Richard E; Conger, Rand D

    2012-12-01

    The present research used a latent variable trait-state model to evaluate the longitudinal consistency of self-esteem during the transition from adolescence to adulthood. Analyses were based on ten administrations of the Rosenberg Self-Esteem scale (Rosenberg, 1965) spanning the ages of approximately 13 to 32 for a sample of 451 participants. Results indicated that a completely stable trait factor and an autoregressive trait factor accounted for the majority of the variance in latent self-esteem assessments, whereas state factors accounted for about 16% of the variance in repeated assessments of latent self-esteem. The stability of individual differences in self-esteem increased with age consistent with the cumulative continuity principle of personality development.

  8. Using Trait-State Models to Evaluate the Longitudinal Consistency of Global Self-Esteem From Adolescence to Adulthood

    PubMed Central

    Donnellan, M. Brent; Kenny, David A.; Trzesniewski, Kali H.; Lucas, Richard E.; Conger, Rand D.

    2012-01-01

    The present research used a latent variable trait-state model to evaluate the longitudinal consistency of self-esteem during the transition from adolescence to adulthood. Analyses were based on ten administrations of the Rosenberg Self-Esteem scale (Rosenberg, 1965) spanning the ages of approximately 13 to 32 for a sample of 451 participants. Results indicated that a completely stable trait factor and an autoregressive trait factor accounted for the majority of the variance in latent self-esteem assessments, whereas state factors accounted for about 16% of the variance in repeated assessments of latent self-esteem. The stability of individual differences in self-esteem increased with age consistent with the cumulative continuity principle of personality development. PMID:23180899

  9. The Risk-Taking and Self-Harm Inventory for Adolescents: Development and Psychometric Evaluation

    ERIC Educational Resources Information Center

    Vrouva, Ioanna; Fonagy, Peter; Fearon, Pasco R. M.; Roussow, Trudie

    2010-01-01

    In this study, we report on the development and psychometric evaluation of the Risk-Taking (RT) and Self-Harm (SH) Inventory for Adolescents (RTSHIA), a self-report measure designed to assess adolescent RT and SH in community and clinical settings. 651 young people from secondary schools in England ranging in age from 11.6 years to 18.7 years and…

  10. Emotional responses to a romantic partner's imaginary rejection: the roles of attachment anxiety, covert narcissism, and self-evaluation.

    PubMed

    Besser, Avi; Priel, Beatriz

    2009-02-01

    These studies tested the associations between responses to an induced imaginary romantic rejection and individual differences on dimensions of attachment and covert narcissism. In Study 1 (N=125), we examined the associations between attachment dimensions and emotional responses to a vignette depicting a scenario of romantic rejection, as measured by self-reported negative mood states, expressions of anger, somatic symptoms, and self-evaluation. Higher scores on attachment anxiety, but not on attachment avoidance, were associated with stronger reactions to the induced rejection. Moreover, decreased self-evaluation scores (self-esteem and pride) were found to mediate these associations. In Study 2 (N=88), the relative contributions of covert narcissism and attachment anxiety to the emotional responses to romantic rejection were explored. Higher scores on covert narcissism were associated with stronger reactions to the induced rejection. Moreover, covert narcissism seemed to constitute a specific aspect of attachment anxiety.

  11. Perceptions of Indian dental hygiene students toward their profession and its relationship with their explicit self-esteem scores

    PubMed Central

    Gupta, Shipra; Jain, Ashish; Garg, Sakshi; Sood, Shaveta; Kumari, Bindiya

    2014-01-01

    Background: The purpose of this study was to investigate the perceptions toward the profession, the level of explicit self-esteem (ESE) of Indian students pursuing the course of dental hygienists, to evaluate the relationship between the two and to develop educational strategies to positively influence students’ perceptions. We also wished to evaluate the level of satisfaction of the students to the current status of professional employment in the country. Materials and Methods: Students in the second year of the dental hygienist 2-year course were asked to participate in a cross-sectional survey study. An instrument was used to obtain students’ perceptions about the profession by estimating the dimensions of “Motivation,” “Expectation” and “Environment”. Their self-esteem was evaluated using the Rosenberg self-esteem scale. Relationship of self esteem scores with perceptions towards profession was then evaluated. Results: Scores for dimensions including “Motivation,” “Expectation” and “Environment” were significantly high, as were the self-esteem scores. The level of ESE was positively correlated with their perceptions of the profession. Conclusions: The perception of the Indian dental hygienist students was significantly high and positively correlated to the ESE scores. We also conclude that environmental factors may be more influential than innate cultural factors for the development of self-esteem. PMID:25565754

  12. Teaching Breast and Testicular Self-Exams: Evaluation of a High School Curriculum Pilot Project.

    ERIC Educational Resources Information Center

    Luther, Stephen L.; And Others

    1985-01-01

    A high school curriculum project was developed to teach students about the importance of breast and testicular self-examination. Questionnaires were used to evaluate the project. Results are discussed. (DF)

  13. Clinical peer review program self-evaluation for US hospitals.

    PubMed

    Edwards, Marc T

    2010-01-01

    Prior research has shown wide variation in clinical peer review program structure, process, governance, and perceived effectiveness. This study sought to validate the utility of a Peer Review Program Self-Evaluation Tool as a potential guide to physician and hospital leaders seeking greater program value. Data from 330 hospitals show that the total score from the self-evaluation tool is strongly associated with perceived quality impact. Organizational culture also plays a significant role. When controlling for these factors, there was no evidence of benefit from a multispecialty review process. Physicians do not generally use reliable methods to measure clinical performance. A high rate of change since 2007 has not produced much improvement. The Peer Review Program Self-Evaluation Tool reliably differentiates hospitals along a continuum of perceived program performance. The full potential of peer review as a process to improve the quality and safety of care has yet to be realized.

  14. Implementation of the AMEDD (Army Medical Department) Standards of Nursing Practice: An Evaluation.

    DTIC Science & Technology

    1987-01-29

    Self -Care Deficit (Specify level: Feeding, Bathing/ Hygiene, Dressing/grooming, Toileting K Self -Concept, Alteration In: Body Image, Self - Esteem , Role...Performance, Personal Identity K Self -Concept, Disturbance in G Self -Dressing-Grooming Deficit (Specify Level) G Self - Esteem Disturbance G Self -Feeding...were conceptualized as working documents providing the foundation for the profession’s self -monitoring (M. Phaneuf, M. Wandelt, 1974). The next step

  15. Comparison of differences in performance evaluation of faculty by students with faculty's self-assessment.

    PubMed

    Azizi, Kourosh; Aghamolaei, Teamur; Parsa, Nader; Dabbaghmanesh, Tahereh

    2014-07-01

    The present study aimed to compare self-assessment forms of coursework taught in the school of public health at undergraduate, graduate, and postgraduate levels and students' evaluation of the performance of the faculty members at these levels. The subjects in this cross-sectional study were the faculty members and students of the School of Public Health and Nutrition, Shiraz University of Medical Sciences, Shiraz, Iran. The data were collected using a socio-demographic information form and evaluation forms of professors prepared by the Educational Development Center (EDC). The faculty members were assessed by the students in undergraduate and graduate classes. Among the study subjects, 23 faculty members filled out the self-assessment forms which were then evaluated by 23 students. Then, the data were analyzed using the SPSS statistical 14. Paired t-test was used to compare the students' evaluation of the faculty members' performance and the professors' self-assessment. The mean score of self-assessment of the faculty members who taught undergraduate courses was 289.7±8.3, while that of the students' evaluation was 281.3±16.1; the difference was statistically significant (t=3.56, p=0.001). Besides, the mean score of the self-assessment of the faculty members who taught graduate courses was 269.0±9.7, while that of the students' evaluation was 265.7±14.6 but the difference was not statistically significant (t=1.09, p=0.28). Teaching performance perceptions of the faculty were similar to those of the graduate students as compared to the undergraduate ones. This may reflect better understanding of coursework at this level compared to the undergraduate students. Faculty members may need to adjust teaching methods to improve students' performance and understanding especially in the undergraduate level.

  16. Relationship between the structure of anxiety and the self-educational ability in new pharmacists.

    PubMed

    Hirashima, Yutaka; Ito, Marika; Doshi, Masaru; Kunii, Midori; Ideguchi, Naoko

    2009-05-01

    The present study was conducted to evaluate the relationship between the structure of anxiety and the self-educational ability in new pharmacists. Ninety seven new pharmacists rated the 42 items of our anxiety scale toward working in the pharmacy in June and October, 2006 and 40 items of established self-educational ability scale in June, 2006. A factor analysis of anxiety scale indicated four factors including communication ability, professional technique of pharmacist, working condition, and self-respecting. From the evaluation of correlation between factors of anxiety scale and factors of self-educational ability scale, the anxiety concerning communication ability or the problem concerning self-respecting correlated significantly with the poorness of all four factors of self-educational ability such as the aim of self-growth and self-development, self-objectifying, practice and technique of study, and self-confidence and pride. However, working condition did not correlate all four factors. For 4 months, the anxiety of professional technique of pharmacist decreased significantly although three other factors did not indicated significant changes.

  17. The Deferent Self: Attributions of Personal Causality to "Impersonal Forces."

    ERIC Educational Resources Information Center

    Shaver, Kelly G.; Fleming, John H.

    Current social psychological analysis of the self is characterized by three principles: the self is bounded and concrete; the opinions of others are valued for self-definition, self-evaluation and the maintenance of self-esteem; and the road to fame is paved with one's own actions. Attributions of causality for one's actions traditionally have…

  18. [Social anxiety and self-esteem: Hungarian validation of the "Brief Fear of Negative Evaluation Scale - Straightforward Items"].

    PubMed

    Perczel-Forintos, Dóra; Kresznerits, Szilvia

    2017-06-01

    Although social anxiety disorder (SAD) is the third most frequent emotional disorder with 13-15% prevalence rate, it remains unrecognized very often. Social phobia is associated with low self-esteem, high self-criticism and fear of negative evaluation by others. It shows high comorbidity with depression, alcoholism, drug addiction and eating disorders. To adapt the widely used "Fear of Negative Evaluation" (FNE) social phobia questionnaire. Anxiety and mood disorder patients (n = 255) completed the Fear of Negative Evaluation Scale (30, 12 and 8 item-versions) as well as social cognition, anxiety and self-esteem questionnaires. All the three versions of the FNE have strong internal validity (α>0.83) and moderate significant correlation with low self-esteem, negative social cognitions and anxiety. The short 8-item BFNE-S has the strongest disciminative value in differentiating patients with social phobia and with other emotional disorders. The Hungarian version of the BFNE-S is an effective tool for the quick recognition of social phobia. Orv Hetil. 2017; 158(22): 843-850.

  19. Increasing Educational Achievement via Self Concept Change.

    ERIC Educational Resources Information Center

    Scheirer, Mary Ann; Kraut, Robert E.

    1979-01-01

    Literature linking self-concept and achievement, and evaluation research on educational programs to improve self-concept are analyzed in terms of several self-concept theories. Evidence for a causal connection between self-concept and achievement is negative. Researchers have failed to explore other theoretical approaches to educational change.…

  20. Measuring Self-Esteem in Early Adolescents.

    ERIC Educational Resources Information Center

    Juhasz, Anne McCreary

    1985-01-01

    Methods for investigating self-esteem may not reveal the factors on which a person's self-esteem rests. Twelve- to fourteen-year-olds identified aspects of the self which were important to them, and evaluated the degree of importance. Results of this study reveal age and gender differences in self-esteem factors. (Author/BL)

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