Dissertations / Theses: 'Self-evaluation'

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Sosanya-Tellez, Carla Ann. "Transformative Teacher Evaluation: Self Evaluation for High Performing Teachers." PDXScholar, 2010. https://pdxscholar.library.pdx.edu/open_access_etds/389.

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Public schools are in crisis, as educators and legislators seek to provide high quality education to diverse students in a measurement-driven environment. The public educator's moral imperative is to assure that all children are literate when they leave school so they can thrive in our democracy (Dewey, 1944; Freire, 1998a; Giroux & Giroux, 2004). Yet, the achievement gap persists, as poor African-American and Latino students under-perform as compared to white middle-class students (Ladson-Billings & Tate, 1995). Additionally, public school teachers are predominately middle-class and White, while they teach increasingly diverse children of poverty. In legislation, student assessment, teacher licensure, and research-based curricula have taken center stage. Teacher evaluation is noticeably absent (Danielson, 2002; Iwanicki, 1990; No Child Left Behind Act, 2002). Teacher evaluation is static and mired in politics; it has not historically helped improve school (Peterson, 2000). Investigating teacher evaluation's potential as an overlooked tool to improve teaching for all teachers and students in public school is urgent in this climate. As Stronge and Tucker (2003) asserted, "Without capable, highly qualified teachers in America's classrooms, no educational reform process can possibly succeed" (p. 3). This problem-based learning dissertation addresses a real problem in practice: how to make teacher evaluation meaningful for high-performing teachers. This study explores Wood's (1998) call for a move from traditional to transformative evaluation. Ten high performing teachers field-tested a self-evaluation handbook. They explored study options designed to help them critically reflect on their own teaching, connect with students, reflect, and set new goals. This work shows promise to help teachers and students engage in a more democratic, caring and loving public place we call school. This work is timely. After all, "When all is said and done, what matters most for students' learning are the commitments and capacities of their teachers" (Darling-Hammond, 1997, p. 293).

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Zhang, Shujian. "Evaluation in built-in self-test." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ34293.pdf.

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Harrad, Rachel. "Self evaluation variables and social media." Thesis, University of Wolverhampton, 2018. http://hdl.handle.net/2436/621486.

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People are motivated to self evaluate and undertake this in their interactions with others. Interactions with others are increasingly taking place online, including via social networking websites, which can contain several differences to face to face interaction. This thesis examined how specific self-evaluation factors (self-esteem, social comparison tendency and self-concept clarity) affect various behaviours on and psychological outcomes of engaging with social media sites, including Facebook. Self-esteem predicted positive mood during Facebook use, whilst one’s relationship with the site (i.e. how emotionally connected to the site one is – or ‘Facebook intensity’) predicted engagement with activities interpreted as indicative of a ‘fear-of-missing-out’ (e.g. finding out what friends were up to). High scorers in performance and appearance self-esteem reported a positive mood shift after profile editing whilst low scoring counterparts reported the reverse. Those who compared to others frequently experienced a negative mood shift after viewing the Facebook newsfeed possibly reflecting the cognitive effort associated with social comparison. Self-esteem predicted use of positive emotions in status updates whilst number of Facebook friends was negatively predicted by self-concept clarity and positively by social comparison tendency. Participants textually described both their actual and ideal self enabling consideration of the implications for self-presentation attempts in certain online environments. Low self-esteem individuals decreased their use of anxious language when idealising the self whilst those with low self-concept clarity increased their use of positive emotions. The discrepant word count between actual and ideal selves suggested that the actual self appeared more easily articulated, most 4 pronounced amongst those who infrequently compared themselves to others. When others rated these self descriptions it appeared high scorers in self-esteem and self-concept clarity and those who compared frequently to others were generally most positively received. It appears that whilst those with unclear self-concepts and low self-esteem can present a more positive and less anxious idealised self than actual self, the overall thesis findings appear to support the rich-get-richer hypothesis (Valkenburg, Schouten, & Peter, 2005) with high scorers on these self-evaluation factors garnering the most benefits from social media. Whilst those who compare frequently may be adversely impacted by viewing the Facebook newsfeed, idealisation of self attributes appears to benefit these individuals in terms of positivity of impressions formed by others. Findings suggest that social media engagement may hold advantages and disadvantages for users dependent on the type of activity engaged with and the individual differences variables of the user.

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4

Hurst, Victoria. "Researching self-evaluation by educational practitioners." Thesis, Goldsmiths College (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.402189.

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5

Scott, Bruce. "Negative self-schemata in depression : the role of automatic self-evaluation." Thesis, University of Southampton, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439717.

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Nimalasena, Asanga. "Self-adaptation via concurrent multi-action evaluation for unknown context." Thesis, University of Westminster, 2017. https://westminsterresearch.westminster.ac.uk/item/q32qv/self-adaptation-via-concurrent-multi-action-evaluation-for-unknown-context.

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Context-aware computing has been attracting growing attention in recent years. Generally, there are several ways for a context-aware system to select a course of action for a particular change of context. One way is for the system developers to encompass all possible context changes in the domain knowledge. Other methods include system inferences and adaptive learning whereby the system executes one action and evaluates the outcome and self-adapts/self-learns based on that. However, in situations where a system encounters unknown contexts, the iterative approach would become unfeasible when the size of the action space increases. Providing efficient solutions to this problem has been the main goal of this research project. Based on the developed abstract model, the designed methodology replaces the single action implementation and evaluation by multiple actions implemented and evaluated concurrently. This parallel evaluation of actions speeds up significantly the evolution time taken to select the best action suited to unknown context compared to the iterative approach. The designed and implemented framework efficiently carries out concurrent multi-action evaluation when an unknown context is encountered and finds the best course of action. Two concrete implementations of the framework were carried out demonstrating the usability and adaptability of the framework across multiple domains. The first implementation was in the domain of database performance tuning. The concrete implementation of the framework demonstrated the ability of concurrent multi-action evaluation technique to performance tune a database when performance is regressed for an unknown reason. The second implementation demonstrated the ability of the framework to correctly determine the threshold price to be used in a name-your-own-price channel when an unknown context is encountered. In conclusion the research introduced a new paradigm of a self-adaptation technique for context-aware application. Among the existing body of work, the concurrent multi-action evaluation is classified under the abstract concept of experiment-based self-adaptation techniques.

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7

Emmelin, Maria. "Self-rated health in public health evaluation." Doctoral thesis, Umeå : Univ, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-226.

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Alnwick, Margot D. (Margot Deborah). "Self evaluation in volleyball : a cognitive approach." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=68067.

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The purpose of this study was to develop, implement and evaluate a self-evaluation instrument that students would be able to use to assess their metacognitive awareness of volleyball skill and knowledge. The Self Evaluation in Volleyball Questionnaire (SEV) was designed to include a series of self-evaluation items within the five areas identified in a knowledge-based approach to skill acquisition; namely: procedural, declarative, affective, metacognitive knowledge and metacognitive skill.
The reliability, face and content validity of the SEV were found to be very acceptable. The scores on the SEV show that the questionnaire was easily understood by the students, but the students found certain sections were more difficult to answer. Students were categorized by their teacher into top, middle and bottom skill groups. Analysis of variance procedures showed that there were significant differences in SEV scores due to skill level, which demonstrated the value and the sensitivity of the SEV in differentiating such skill levels. Even though this was a descriptive study, it was also shown that the instructional programme did have a positive effect on the students' SEV scores.

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Chan, Yee-wah, and 陳綺華. "School self-evaluation: a whole school approach." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30227392.

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Mueller, Mark Helgaard. "Self-evaluation of the product development process." Thesis, University of Glasgow, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299984.

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Seidlová, Barbora. "Evaluation of Self-management in Corporate Environment." Master's thesis, Česká zemědělská univerzita v Praze, 2016. http://www.nusl.cz/ntk/nusl-258246.

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Self-management is considered to be a useful strategy in the contemporary changing business environment and is influenced by the key issues such as the time management, goals setting and evaluation of factors influencing performance. The main aim of this thesis is to identify factors determining the essence of self-management and the relationship between each key factors influencing self-management performance by managers within corporate environment. The primary data have been collected through questionnaire survey across all levels of management with managers who seek for further self-development. Complex factors are identified using the exploratory factor analysis, which found 6 factors: (F1) Self-managed worker, (F2) Time-managed, (F3) Planner/analyst, (F4) Well-cared worked, (F5) Life-oriented worker and (F6) Ineffective worker. The confirmatory factor analysis further evaluated three positive and four negative relations between extracted factors. The outcomes can be used as a determination of managers approaches to self-management. These researched results serve managers as the basis for leadership and further development of self-managed team members.

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Burns, Drew MacGregor. "The self-understanding, self-evaluation and analysis of China's new social stratum." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1222259276.

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Morgan, Steven Craig. "Effects of context on the leniency, accuracy, and utility of self-appraisals of performance : social comparison information and purpose of appraisal /." Thesis, This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06102009-063250/.

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Johnson, Jennifer. "The Impact of the Teacher Evaluation System on Teacher Self-efficacy." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1628686324368452.

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Duffy, James. "The influence of self evaluation on school effectiveness." Thesis, University of Strathclyde, 2002. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=21633.

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This thesis discusses the outcomes of four years of research. The main purpose was to determine the influence of self-evaluation on school effectiveness and investigate any relevant issues. The qualitative research began with an extensive literature search to examine the body of knowledge which already existed and set the planned empirical work within the relevant theoretical context. This provided a stimulus for a set of research questions which helped express the intellectual puzzle. Data was gathered using a questionnaire which was completed by class teachers from the researcher's primary school and interviews which were administered initially to a group of primary head teachers from a small Scottish local authority. It became apparent that this sample was limiting so some Irish head teachers with an interest in self-evaluation and a group of educationalists from a variety of European countries were included. The results highlighted a number of links between self-evaluation and the features of effective schools and these have been fully explored in the dissertation. The findings indicated that there was a perception by many that self-evaluation does have a significant influence on school effectiveness and the extent of this depends on factors such as leadership which affects the level of morale, ownership and commitment to change. Good leadership can help develop a positive climate of trust and professional respect. Effective schools are happy communities characterised by high expectations of pupil achievement, ownership, reflection and a focus on the quality of learning and teaching. The research underlined the difficulties of measuring school effectiveness, the need for honesty and rigour when self-evaluating and the problems associated with insider research. Participants tended to link performance indicators with development planning and target setting and considered that such indicators contributed to the management of change by providing a standard set of criteria within a helpful framework to give teachers control and a degree of autonomy. Although accountability should not be the main purpose, self-evaluation was perceived to provide a means of contributing to school effectiveness by making policies and practices public. The thesis compares previous research with the views and experiences of practitioners and concludes with a series of recommendations arising from the study.

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Yeung, Shuk-chong Rene, and 楊淑莊. "Self-evaluation of coping resources of cancer patients." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31250750.

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Bruffell, Hilary. "Baby love : self-evaluation processes of young mothers." Thesis, University of Surrey, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.435098.

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Tsinberg, Anait. "Evaluation of novel autonomous self-healing polymer composite." Thesis, Massachusetts Institute of Technology, 2008. http://hdl.handle.net/1721.1/45355.

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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Materials Science and Engineering, 2008.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
"September 2008."
Includes bibliographical references (p. 61-63).
Autonomous self-healing materials offer a novel ability to self-repair damage caused by fatigue or fracture. Applications in many industries, from medical to aerospace, suffer from formation of microcracks, which often result in catastrophic failure of the product when the cracks remain undetected. A self-healing material capable of microcrack elimination would improve the safety of such products, as well as extend their lifetime. This paper presents several recently developed autonomous self-healing designs of polymer composites. The commercialization potential of the designs is explored. Potential applications in four industries are identified, and the helicopter blade is selected as the most likely application to succeed in introducing the novel material into the market. The helicopter market is evaluated based on demand, growth, stability, and ease of entry. Intellectual property landscape is presented and competitors are identified. A combination business strategy of research and development and intellectual property licensing is recommended for entry into the helicopter market.
by Anait Tsinberg.
M.Eng.

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Yeung, Shuk-chong Rene. "Self-evaluation of coping resources of cancer patients /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22330914.

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Lee, Sujin. "Social connectedness and self-evaluation motives among women /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008379.

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21

Ho, Peggy W. "The effects of peer-evaluation on self-evaluation skills in the music classroom." Thesis, Teachers College, Columbia University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3621775.

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Self-evaluation accuracy is a necessary component of music learning. Without it, students rely on teacher feedback and do not develop skills necessary to become independent learners. While research has indicated that self-evaluation is unreliable and inaccurate, peer-evaluation has been shown to have the potential to be both reliable and accurate. Using social constructivist theory and transfer theory as conceptual frameworks, this study investigated the effects of peer-evaluation on self-evaluation skills in the music classroom.

Pretest and posttest self-evaluation scores of 42 ninth grade band students were compared with three teacher mean scores. Results found students made a slight improvement in self-evaluation accuracy after five peer-evaluations given over 10 weeks. Qualitative analysis of student feedback from peer-evaluations found students improved in both precision and use of musical language and vocabulary. To further investigate students' perception of peer-evaluation, two focus group interviews were administered.

Emerging themes suggested students have a positive impression of peer-evaluation. They found it to be a team building and motivating activity that made them want to be both honest and critical with their peer feedback. Peer-evaluation allowed students to be part of the learning process that helped them build confidence in their evaluation skills. Students found peer-evaluation to be an effective tool for developing critical thinking skills, specifically analytical listening, and were able to cite examples of how skills used and learned during peer-evaluation were transferred to their own self-evaluation skills.

As there is little research on peer-evaluation and music at the high school level, it is the hope that this research will provide a foundation for future research of peer-evaluation at all grade school levels and in all ensemble genres. In addition, this research will hopefully support the introduction of peer-evaluation as a methodology to be taught to pre-service teachers and to help dismiss previous negative notions about peer-evaluation to in-service music teachers, shedding light on the positive impacts of peer-evaluation and its possible uses with students in the music classroom.

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Winfrey, Mary Lynn. "Effects of self-modeling on self-efficacy and balance beam performance." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/845949.

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The purpose of the investigation was to determine the effect of self-modeling on self-efficacy and performance of balance beam routines. Subjects (n=ll) were intermediate level gymnasts rated at the 5, 6, and 7 skill levels with ages ranging from 8 to 13 years. Subjects were randomly assigned to one of two groups, a self-modeling or a control group. For the self-modeling group, self-modeling videotapes were made of each subject performing her balance beam routine. During a six week period, the self-modeling group subjects viewed the videotape of themselves prior to practice three times a week for six consecutive weeks. All subjects completed two different self-efficacy inventories and a balance beam skills test at four intervals: a pretest, a 2-week test, a 4 week-test, and a posttest. During the six weeks, each group participated in their normal instructional program at the gymnastics academy.The results of this study indicated no significant differences in ratings of self-efficacy or balance beam performance, as based on judge's ratings between the self-modeling group and the control group. However, a significant correlation was found between predicted performance scores and actual performance scores for the self-modeling group (r=.92). This correlation was not significant for the control group (r=.02). Even though a significant effect of self-modeling on self-efficacy and performance scores was not found, this significant correlation indicates that self-modeling may enhance a subject's ability to realistically assess her/his performance. Thus, self-modeling may benefit the learner by developing an accurate conception of one's performance which would enhance the ability to understand and utilize instructional feedback to improve performance.
School of Physical Education

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Zell, Ethan. "The Local Dominance Effect in Self-Evaluation: Evidence and Explanations." Ohio : Ohio University, 2010. http://www.ohiolink.edu/etd/view.cgi?ohiou1259027157.

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Glenny, Richard A. "Improved preaching through personal analysis." Theological Research Exchange Network (TREN) Access this title online, 2006. http://www.tren.com.

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Brack, Lee. "Self-esteem : toward enhancement strategies." Theological Research Exchange Network (TREN), 1988. http://www.tren.com.

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Ki, Seon-Jeong. "Evaluation as legitimation : students' written self-evaluation of practical production in GCSE media studies." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/10020510/.

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Horta, Alen. "Evaluation of Self-Consolidating Concrete for Bridge Structure Applications." Thesis, Georgia Institute of Technology, 2005. http://hdl.handle.net/1853/7159.

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The goal of this research was to determine whether precast prestressed bridge elements with congested reinforcement could be cast using self-consolidating concrete (SCC) without vibration and yet comply with all parameters of strength, no honeycombing, and void-free surface finish. Eight wall panels and eight BT-72 13-ft long girder sections were fabricated in two precast plants. A qualitative and quantitative evaluation of the surface finish, and homogeneity of the concrete throughout the specimens was performed. Strength, creep, shrinkage and chloride permeability of the SCC field mixes were investigated. Good quality SCC mixes were produced for the walls and the BT-72 girder sections, which completely filled the specimens without the need of internal or external vibration, and resulted in a superior surface finish and a homogenous distribution of the aggregate throughout the section.

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Ceylandag, Fatma Rana. "Teacher Self-efficacy Beliefs Toward Measurement And Evaluation Practices." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12610951/index.pdf.

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Teacher self-efficacy refers to teachers&rsquo
belief in their abilities to perform an action. In the present study, a new scale was developed to measure teacher self-efficacy beliefs toward measurement and evaluation practices, called &ldquo
Teacher Self-Efficacy toward Measurement and Evaluation Practices Scale&rdquo
(TEMES). The purpose of this study was to test a model of relationships among teacher self-efficacy toward measurement and evaluation practices, teachers&rsquo
sense of efficacy, year in teaching, and frequency of using traditional and alternative measurement and evaluation tools. Three hundred ninety-four teachers participated in the study. Confirmatory Factor Analysis (CFA), Multivariate Analysis of Variance (MANOVA), Canonical Correlation Analysis, and Structural Equation Modeling (SEM) were conducted to answer the research questions. CFA provided evidence for five-factor structure of the TEMES. Cronbach&rsquo
s alpha coefficients of these five factors were satisfactory, ranging from .76 to .87. Teachers reported more frequent use of traditional measurement and evaluation tools than alternative tools. Separate MANOVAs yielded non-significant effect of gender on the factors of TEMES, but of teaching level. In addition, findings of canonical correlation analysis indicated that factors of TEMES were correlated with factors of Turkish teachers&rsquo
sense of efficacy scale (TTSES). Results of the SEM indicated that teacher self-efficacy toward measurement and evaluation practices was positively correlated with frequency of using traditional and alternative measurement and evaluation tools. Year of teaching was found to be a non-significant predictor of teachers&rsquo
sense of efficacy, teacher self-efficacy toward measurement and evaluation practices, and frequency of using traditional and alternative measurement and evaluation tools.

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Vandergoot, Mary Ellen. "Adolescent siblings' evaluation of the self and their relationship." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0014/NQ32800.pdf.

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Carballo, Jose Miguel. "Self-Assembly Kinetics of Microscale Components: A Parametric Evaluation." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5653.

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The goal of the present work is to develop, and evaluate a parametric model of a basic microscale Self-Assembly (SA) interaction that provides scaling predictions of process rates as a function of key process variables. At the microscale, assembly by “grasp and release” is generally challenging. Recent research efforts have proposed adapting nanoscale self-assembly (SA) processes to the microscale. SA offers the potential for reduced equipment cost and increased throughput by harnessing attractive forces (most commonly, capillary) to spontaneously assemble components. However, there are challenges for implementing microscale SA as a commercial process. The existing lack of design tools prevents simple process optimization. Previous efforts have characterized a specific aspect of the SA process. However, the existing microscale SA models do not characterize the inter-component interactions. All existing models have simplified the outcome of SA interactions as an experimentally-derived value specific to a particular configuration, instead of evaluating it outcome as a function of component level parameters (such as speed, geometry, bonding energy and direction). The present study parameterizes the outcome of interactions, and evaluates the effect of key parameters. The present work closes the gap between existing microscale SA models to add a key piece towards a complete design tool for general microscale SA process modeling. First, this work proposes a simple model for defining the probability of assembly of basic SA interactions. A basic SA interaction is defined as the event where a single part arrives on an assembly site. The model describes the probability of assembly as a function of kinetic energy, binding energy, orientation and incidence angle for the component and the assembly site. Secondly, an experimental SA system was designed, and implemented to create individual SA interactions while controlling process parameters independently. SA experiments measured the outcome of SA interactions, while studying the independent effects of each parameter. As a first step towards a complete scaling model, experiments were performed to evaluate the effects of part geometry and part travel direction under low kinetic energy conditions. Experimental results show minimal dependence of assembly yield on the incidence angle of the parts, and significant effects induced by changes in part geometry. The results from this work indicate that SA could be modeled as an energy-based process due to the small path dependence effects. Assembly probability is linearly related to the orientation probability. The proportionality constant is based on the area fraction of the sites with an amplification factor. This amplification factor accounts for the ability of capillary forces to align parts with only very small areas of contact when they have a low kinetic energy. Results provide unprecedented insight about SA interactions. The present study is a key step towards completing a basic model of a general SA process. Moreover, the outcome from this work can complement existing SA process models, in order to create a complete design tool for microscale SA systems. In addition to SA experiments, Monte Carlo simulations of experimental part-site interactions were conducted. This study confirmed that a major contributor to experimental variation is the stochastic nature of experimental SA interactions and the limited sample size of the experiments. Furthermore, the simulations serve as a tool for defining an optimum sampling strategy to minimize the uncertainty in future SA experiments.

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Larijani, Hadi A. "Performance evaluation of Ethernet LAN with self-similar traffic." Thesis, Heriot-Watt University, 2006. http://hdl.handle.net/10399/131.

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Climaco, Carmo. "The use of performance indicators in school self-evaluation." Thesis, Cranfield University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.260439.

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Rouse, Debra Lee 1963. "Evaluation of the relationship between exercise and self-esteem." Thesis, The University of Arizona, 1993. http://hdl.handle.net/10150/558225.

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Sharp, L. Kathryn. "The Role of Self-Evaluation in Preservice Candidate’s Dispositions." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/4272.

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Almegta, Nadia Rashed 1965. "Relationship of self-efficacy, causal attribution, and emotions to female college students' academic self-evaluation." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/290661.

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In this study the relationship between self-efficacy, self-evaluation, causal attribution and emotions of 300 female students at the United Arab Emirates University is explored. The congruence between teacher evaluation of students and students' evaluation of their own performance in the past, present, and the future is investigated. Students completed the Motivated Strategies for Learning Questionnaire (MSLQ) and the Self-Efficacy and Attribution of Academic Self-Evaluation Questionnaire (SEAASE-Q). Results of the study indicated significant correlations between the variables. Analysis of variance revealed no differences between teacher evaluation of students and students' evaluation of their own academic performance in the past. However, significant differences were found between teacher evaluation of students and students' evaluation of academic performance in the present and the future. Also, significant differences were found between low, moderate, and high self-efficacious students in self-evaluation ability and their evaluation of assignments and predicted final grade for the course. Seventeen strategies of academic self-evaluation were reported in the interview. The consistency of students' feeling about their academic self-evaluation is discussed. Implications for self-efficacy, self-evaluation, causal attribution and emotion are discussed.

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陳愛琴 and Oi-kam Chan. "The maintenance of self-evaluation of marginal youth: an exploratory study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31249395.

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Daines, John M. "Self-evaluation and achievement in a vocationally orientated science practical course." Thesis, University of Nottingham, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.330147.

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Coronado-Aliegro, Javier. "Students' perception of performance through self-assessment." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1786.

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Thesis (M.A.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains vii, 80 p. Vita. Includes abstract. Includes bibliographical references (p. 66-69).

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Meit, Heather Anderson. "Objective and subjective personality characteristics of medical students." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1919.

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Thesis (Ph. D.)--West Virginia University, 2001.
Title from document title page. Document formatted into pages; contains vi, 68 p. : ill. Includes abstract. Includes bibliographical references (p. 55-62).

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Waters, Allison. "Mood Constraint on Self-Appraisal; Toward Brain-Based Assessment of Dysfunctional Thinking." Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/19215.

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Self-evaluation is mood state dependent. A transient decrease in positive self-evaluation bias may co-occur with sad mood. In clinical depression this decrease is lasting and exaggerated. The act of self-evaluation engages frontal lobe mechanisms of emotion regulation, but it remains unclear how these constraints on cognition become pathological in depression. The goal of the current research is to characterize the neural mechanisms of mood-cognition interaction in self-evaluative decision-making. In four studies, dense array electroencephalography (256 dEEG) was recorded as participants performed a self-appraisal task. Analysis of the event-related potential was closely aligned with psychometric methodology. Findings elaborate on network models of neural self-regulation and depression pathology. Characterization of frontal lobe mechanisms in this context provides insight into the neural basis of adaptive and dysfunctional social behavior.

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Bowman, Joshua S. "An Examination of the Incremental Validity of the Serve-Specific Core Self-Evaluation Scale Over the Core Self-Evaluation Scale in Predicting Serve Performance." TopSCHOLAR®, 2017. http://digitalcommons.wku.edu/theses/1944.

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This study examined the relationship of the serve-specific core self-evaluation scale (SS-CSES) with serve performance of inter-collegiate volleyball athletes. The SSCSES is a modified version of the core self-evaluations scale (CSE). It was hypothesized that SS-CSES would be related to serve performance, that SS-CSE would be more related to serve performance than CSE, and that SS-CSE would have incremental validity over CSE when predicting serve performance. Responses to the two scales and selfassessments of server performance were collected online through self-report questionnaire. Additionally, NCAA serve statistics were collected by the researchers. Results indicated that SS-CSE was a stronger predictor of performance than CSE, and all other hypotheses were supported.

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Price, Emma. "What is the role of self-evaluations in social anxiety? : can self-compassion counter negative evaluation?" Thesis, University of Southampton, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.503142.

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Euvrard, Jonathan George. "Shame is valuable." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1002838.

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In this thesis I argue that shame is valuable because it contributes to the moral life by promoting coherence. I start by developing and defending a conception of shame. On my conception, rational shame involves a negative self-assessment, in which I am both the assessor and the object of assessment, and in which the standard of assessment is my own. I then develop a notion of coherence, and apply it to the relationship between values, and the relationship between values and actions. I also tie the notion of coherence to what I call “the moral life”. I then discuss two ways in which shame can work to promote coherence. Firstly, I describe a process of critical reflective self-assessment, and show how this is a particularly effective method of promoting coherence when coupled with shame. Secondly, I discuss the connection between my emotions and my values, arguing that this connection promotes coherence, and that shame works to reinforce this connection and thereby to promote coherence.

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Knutson, Susanne, and Pils Ida Öhman. "Core self-evaluation´s och bassjälvkänsla som prediktorer av arbetstillfredsställelse?" Thesis, Mälardalen University, Department of Social Sciences, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-326.

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Allt fler företag fördjupar sig i personalutveckling och arbetstillfredsställelse. Arbetstillfredsställelse har kopplats till begreppet ”core self-evaluation” (CSE), som bygger på fyra personlighetsdrag: generell self-efficacy, locus of control, neurotisism och självkänsla. Studien sökte svar på vilken inverkan CSE och bassjälvkänsla har på arbetstillfredsställelse samt om dessa variabler skiljer sig åt mellan yrkesgrupper. En enkätstudie med 103 respondenter i tre olika yrkesgrupper genomfördes i två städer i mellersta Sverige. Variablerna mättes med etablerade test för core self-evaluations, arbetstillfredsställelse och bassjälvkänsla. Den enda prediktorn för arbetstillfredsställelse visade sig vara bassjälvkänsla. Resultatet diskuteras bland annat utifrån M. Johnsons (1997) teori om bassjälvkänslans betydelse för individens grundtrygghet.

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So, Patrick Wing-Chi. "A critical evaluation of the Chinese three-self patriotic ecclesiology." Theological Research Exchange Network (TREN), 1985. http://www.tren.com.

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Brown, Joe C. "A preliminary report of self-evaluation of God's Bible School." Theological Research Exchange Network (TREN), 1985. http://www.tren.com.

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Dickie, Adam J. "Molecularly self-assembled thin films : theoretical evaluation and experimental fabrication." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=82854.

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New techniques to describe and optimize organization in self-assembled monolayers constructed on solid semiconductor surfaces are reported. Acid-base hydrolytic chemistry of surface anchored [Sn]-NEt2 moieties with alkyne-terminated chromophores has been used to construct close packed thin films of good structural quality on Si(100)/SiO2 substrates. These films exhibit enhanced optical and electrical properties on the surface because of extensive conjugation within the adsorbed molecules, and offer significant potential to develop new nanoscale technologies using tailored properties that meet device purposes.
The discrete surface organization of 1,9-decadiyne and p-diethynylbenzene monolayers on Si(100)/SiO2/SnO2 surfaces is determined with a unique and powerful molecular modelling approach, using rigid geometry scans and periodic geometry optimizations. Geometric arguments produce the monolayer packing space, and rapid optimizations give small, repeating symmetric unit cells that correctly represent an infinite monolayer surface. Semi-empirical analysis of the monolayer symmetry units classifies the infinite thin films as semiconducting materials, because of organized pi-orbital overlap and the presence of acceptor bands from the Sn headgroups.
Headgroup bonding is identified as a force for controlling monolayer order. At natural surface packing densities, Sn-O-Sn cross-linking prevents optimal organization of the monolayer because the cross-link distance is smaller than the preferred packing separation of organic chromophores. Optimizations at unnatural surface densities found thin films of lower energy and higher symmetry existed at increased chain-chain separations.
Thin films with adjustable characteristics were created by using binary surface activation units to selectively adsorb different organic molecules. Functionalization of oxide surfaces with statistical mixtures of Si(NR 2)4 and Sn(NR2)4, followed by sequential adsorption of alkynyls at Sn sites, then alcohols at free Si positions, produced randomly ordered films because of unfavourable headgroup interactions. Linking the headgroups, as (NMe2)3SiO-X-C≡C-Sn(NEt 2)3 (X = -(CH2)n-, p-C 6H4-) surface activation units, greatly improves thin film order by preventing phase separation, and increasing average chain-chain distances. Monolayers organize as linear, nanoscale rows and serve as templates for the nucleated crystallization of functionalized chromophores directly from the reaction mixture. Self-generating arrays of highly coloured dendritic crystals, with potential optoelectronic activity, are observed to form directly on solid-state electronic interfaces.

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Lane, Terry. "An evaluation of a self-instructional marital enrichment training programme." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=41120.

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This study is an evaluation of a self-instructional version of the Couples Communication Programme (CCP) in terms of its effect on marital and parent-child communication. Twelve families completed self report measures of marital and family life (the Marital Communication Inventory and the Family Environment Survey). As well an audio tape of a family discussion was rated by observers using the Sequential Analysis of Verbal Interaction. The mothers and fathers in each family then completed the self-instructional CCP over a one month period, following which the same measures were repeated. Fourteen additional families served as a wait-list control group, completing the same measurements with CCP training. Analysis of variance indicated no differences between the groups for the selected variables. These results suggest that self-instructional methods for couples communication may have limited usefulness. It is possible that this type of training could be improved by designing programmes which take into consideration gender differences in attitudes and learning styles.

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Lee, Victoria. "Evaluation and knowledge of the self in posttraumatic stress disorder." Thesis, University of Southampton, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.505818.

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鄒國新 and Kwok-sun Chau. "Formative evaluation on a self-developed CAL application in chemistry." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31256168.

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Dissertations / Theses on the topic 'Self-evaluation'

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