ERIC Number: ED393055
Record Type: RIE
Publication Date: 1995-Jul
Reference Count: N/A
Self-Evaluation and Success at School.
The present research on self-evaluation embraced 360 students, 11-15 years of age, in grades 5 to 8. Subjects selected from an ordered set of tasks (easiest to most difficult) those conforming with their self-evaluated possibilities and attempted to solve them. The easier problems were typical of academic tasks, Polish language and mathematics, while the more difficult problems pertained to extraschool activities of which the subjects had no previous experience. This procedure permitted observation of (1) behavior in success and failure situations and (2) the order of problems selected according to degree of difficulty. Self-evaluation categories and the frequency of their appearance among pupils according to age were established. The following categories were disclosed: stable adequate, stable enhanced, stable lowered, and unstable. Most pupils in all grades exhibited adequate self-evaluation. Next in number were unstable. The number of children with adequate self-evaluation increases, and the frequency of unstable and inadequate self-evaluation declines, with age. The article provides information on the personality traits of individuals with different kinds of self-evaluation, differentiation depending on forms of activity and its relation with success at school. Cases of children representing various types of self-evaluation are described. (Author/JBJ)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the International Conference Self-Esteem Solutions (2nd, Cambridge, England, United Kingdom, July 7-9, 1995). Contains some broken type.