Performance judgments: The role of ability and effort self-assessments

1992 ◽  
Author(s):  
Rebecca A. Henry ◽  
Oriel J. Strickland
Keyword(s):  
Performance Judgments ◽  
Self Assessments

Makeup and its application simulation affect women’s self-perceptions

2021 ◽  
Author(s):  
Jaroslava Varella Valentova ◽  
Anthonieta Looman Mafra ◽  
Natália Machado ◽  
Marco Antonio Correa Varella
Keyword(s):  
Self Esteem ◽  
Experimental Conditions ◽  
The Real ◽  
Self Evaluation ◽  
Self Perceptions ◽  
Appearance Satisfaction ◽  
Self Assessments

Appearance modification is ancient, universal, and influences other- and selfperceptions. The role of expectation of appearance modification has never beeninvestigated. We analyzed self-assessments of women without makeup and after having makeup professionally applied at four increasing levels. In the simulation phase,women were treated with colorless cosmetics. Fifty Brazilian women (Mage = 24.26) rated themselves on attractiveness, health, self-esteem, femininity, satisfaction withappearance, age, dominance, confidence, and competence in all experimental conditions. Women in the simulation phase considered themselves more feminine,healthier, and with higher self-esteem than without makeup. In the real makeup phases, these ratings were higher than in simulation phase. Appearance satisfaction and attractiveness did not differ between simulation and the real makeup phases, both being higher than without makeup. Confidence increased only in real makeup phases, and there was no effect on competence. Thus, real appearance modification and/or an expectation thereof can differently affect specific domains of self-evaluation.

Bias in older adults’ driving self-assessments: The role of personality

2011 ◽  
Vol 14 (6) ◽  
pp. 579-590 ◽  
Author(s):  
Robert McPeek ◽  
Austin Lee Nichols ◽  
Sherrilene Classen ◽  
Judith Breiner
Keyword(s):  
Older Adults ◽  
Self Assessments

scholarly journals Role of Expertise, Consensus, and Informational Valence in Children's Performance Judgments

2016 ◽  
Vol 26 (3) ◽  
pp. 445-465 ◽  
Author(s):  
Janet J. Boseovski ◽  
Kimberly E. Marble ◽  
Chelsea Hughes
Keyword(s):  
Performance Judgments

scholarly journals Lack of Evidence for Age Differences in Pain Beliefs

1997 ◽  
Vol 2 (1) ◽  
pp. 19-28 ◽  
Author(s):  
Lucy Gagliese ◽  
Ronald Melzack
Keyword(s):  
Chronic Pain ◽  
Age Differences ◽  
Self Efficacy ◽  
The Elderly ◽  
Pain Experience ◽  
Pain Beliefs ◽  
Self Assessments ◽  
Normal Ageing ◽  
The Relationship

OBJECTIVE: To assess, in two studies, whether there are any age differences in beliefs about the role of psychological, organic and ageing factors in the experience of chronic pain.SUBJECTS: Healthy adults free from chronic pain ranging in age from 18 to 86 years (first study); adults with chronic pain due to arthritis, fibromyalgia or other rheumatological disorders ranging in age from 27 to 79 years (second study).MATERIALS: In both studies, subjects completed the Pain Beliefs Questionnaire which was modified to measure beliefs about the relationship between pain and ageing. In addition, subjects completed various self-assessments of health, pain intensity and depression. Those with chronic pain also completed the Arthritis Self-Efficacy Scale.RESULTS: There was no evidence of any age differences in beliefs about pain in either the pain-free or chronic pain samples. There was some evidence that elderly patients may report less pain, but there were no age differences found on measures of depression or self-efficacy.CONCLUSIONS: The elderly were no more likely than younger persons to associate pain with the normal ageing process than with organic factors such as tissue damage, nor were they more likely to deny the importance of psychological factors to the pain experience.

scholarly journals A STUDY OF PROPER PRONUNCIATION AS A FACTOR OF SUCCESSFUL COMMUNICATION

2017 ◽  
Vol 5 ◽  
pp. 778-783
Author(s):  
Vesna Prodanovska-Poposka
Keyword(s):  
Foreign Language ◽  
Common Core ◽  
English Language ◽  
Successful Communication ◽  
Language Knowledge ◽  
Efl Teachers ◽  
Overall Evaluation ◽  
Self Assessments ◽  
The Common

Speaking as a productive skill is one of the very first obstacles that foreign language users face when using the language. Knowledge of a language does not refer to the correct and proper pronunciation however, being able to produce sounds, words or utterances in their proper way does not refer to proficiency of a language nor can it assess the overall level of the user of that particular language. The aim of this study is to present the components of speaking as a productive skill emphasizing the role of acquiring proper pronunciation as a factor for effective communication. The study also presents the most significant "common core" of English pronunciation as a lingua franca, details of the requested phonological competence as knowledge set by the Common European Framework of Languages: Learning, Teaching and Assessment and viewpoints of EFL teachers and authors. Additionally, the study includes data from EFL self- assessments from University students in Macedonia regarding their speaking and pronunciation skills and overall evaluation from their assessor –an English language instructor.

scholarly journals The Relationship Between Olfactory Function and Emotional Contagion

2021 ◽  
Author(s):  
Alexander W. J. Freemantle ◽  
Lorenzo D. Stafford ◽  
Christopher R. D. Wagstaff ◽  
Lucy Akehurst
Keyword(s):  
Structural Equation ◽  
Emotional Contagion ◽  
Olfactory Function ◽  
Emotional States ◽  
Self Assessments ◽  
Subjective Importance ◽  
Multilevel Structural Equation ◽  
The Relationship ◽  
Contagion Process

Abstract Introduction Research has provided evidence for the transfer of single emotions including anger, anxiety and happiness through olfactory chemosignals, yet no work has examined the role of odour function in the aggregation of more complex emotional states or in the emotional contagion process. The aim of the present study was to ascertain whether an individual’s tendency to experience emotional aggregation was affected by objective measures of their olfactory function and subjective self-assessments of the importance of their own olfactory system. Methods In this study (N = 70), participant pairs were first assessed individually for olfactory threshold and odour identification, then completed the Importance of Olfaction Questionnaire. Each pair subsequently took part in two collaborative tasks. Individual emotion measures were taken before, during and after the completion of the two tasks. Results Multilevel structural equation modelling revealed that individuals’ within-dyad positive emotional agreement scores were associated with both their ‘importance of olfaction’ scores and their olfactory function. A significant association was also found between olfactory performance and the Importance of Olfaction scores. Conclusions These results provide evidence that the subjective importance an individual assigns to their sense of smell can predict their susceptibility to experience emotional aggregation during active, collaborative tasks. Implications The findings suggest that individuals’ tendency and capability to detect and respond to emotional chemosignals, a process required for olfactory-facilitated emotional contagion, may be affected by individual differences in olfactory function and subjective attitudes toward olfaction.

scholarly journals Role of Technology in Self-Assessment and Feedback Among Hospitalist Physicians: Semistructured Interviews and Thematic Analysis (Preprint)

2020 ◽  
Author(s):  
Andrew Lukas Yin ◽  
Pargol Gheissari ◽  
Inna Wanyin Lin ◽  
Michael Sobolev ◽  
John P Pollak ◽  
...  
Keyword(s):  
Thematic Analysis ◽  
Primary Source ◽  
Self Assessment ◽  
Specific Objective ◽  
Semistructured Interviews ◽  
Data Points ◽  
Self Assessments ◽  
Using Data ◽  
Patient Relationships

BACKGROUND Lifelong learning is embedded in the culture of medicine, but there are limited tools currently available for many clinicians, including hospitalists, to help improve their own practice. Although there are requirements for continuing medical education, resources for learning new clinical guidelines, and developing fields aimed at facilitating peer-to-peer feedback, there is a gap in the availability of tools that enable clinicians to learn based on their own patients and clinical decisions. OBJECTIVE The aim of this study was to explore the technologies or modifications to existing systems that could be used to benefit hospitalist physicians in pursuing self-assessment and improvement by understanding physicians’ current practices and their reactions to proposed possibilities. METHODS Semistructured interviews were conducted in two separate stages with analysis performed after each stage. In the first stage, interviews (N=12) were conducted to understand the ways in which hospitalist physicians are currently gathering feedback and assessing their practice. A thematic analysis of these interviews informed the prototype used to elicit responses in the second stage. RESULTS Clinicians actively look for feedback that they can apply to their practice, with the majority of the feedback obtained through self-assessment. The following three themes surrounding this aspect were identified in the first round of semistructured interviews: collaboration, self-reliance, and uncertainty, each with three related subthemes. Using a wireframe, the second round of interviews led to identifying the features that are currently challenging to use or could be made available with technology. CONCLUSIONS Based on each theme and subtheme, we provide targeted recommendations for use by relevant stakeholders such as institutions, clinicians, and technologists. Most hospitalist self-assessments occur on a rolling basis, specifically using data in electronic medical records as their primary source. Specific objective data points or subjective patient relationships lead clinicians to review their patient cases and to assess their own performance. However, current systems are not built for these analyses or for clinicians to perform self-assessment, making this a burdensome and incomplete process. Building a platform that focuses on providing and curating the information used for self-assessment could help physicians make more accurately informed changes to their own clinical practice and decision-making.

scholarly journals Self-assessment of football referees on their educational influence on children aged 9–12 during a sports competition

2021 ◽  
Vol 93 (1) ◽  
pp. 38-48
Author(s):  
Katarzyna Płoszaj ◽  
Wiesław Firek
Keyword(s):  
Emotional Support ◽  
Instructional Support ◽  
Self Assessment ◽  
Psychological Issues ◽  
Self Assessments ◽  
Educational Interactions ◽  
Educational Potential ◽  
Educational Influence

Abstract Proper use of the educational potential of sports depends on the entities organizing children’s sports competitions (coaches, parents, referees). Particularly important is their awareness of the purposefulness and legitimacy of actions taken. Numerous studies have been devoted to the role of the coach and parents in providing children and young people with positive sporting experiences. In contrast, the referee has often been overlooked. The behavior of the referees during the match is also important for young players. Assuming that referee-player interactions have a major contribution to educational influence, the purpose of this study was to explore the opinions of soccer referees refereeing matches of children aged 9 to 12 years about their interactions with players in terms of emotional support, game organization, and instructional support. It was also decided to verify whether referees’ self-assessment of their educational function is influenced by experience. The research was conducted among 116 referees licensed by Mazovian Football Association who referee matches of children aged 9–12 years (Orliki and Młodziki categories) in the Masovian Voivodeship in Poland. To assess the referee-players educational interaction, a questionnaire survey was developed. These interactions are present in three domains: emotional support, game organization and instructional support. The results showed significant differences between referees’ self-assessments in the three domains. Referees rated their educational interactions with players higher in the domain of emotional support than the instructional support. Moreover, the results indicated that there was no differences in the referees’ self-assessment between the groups distinguished by more experienced in the domains of emotional support and game organization, while less experienced referees rated the quality of their educational interactions in the instructional support domain higher than those more experienced. The main conclusion of the research is the postulate to introduce pedagogical and psychological issues into the referee training.

Self-Assessments of Cognitive Performance in Schizophrenia: The Role of Impaired Momentary Judgement

2020 ◽  
Vol 87 (9) ◽  
pp. S220
Author(s):  
Michelle Miller ◽  
Amy Pinkham ◽  
Colin Depp ◽  
Raeanne Moore ◽  
Philip Harvey
Keyword(s):  
Cognitive Performance ◽  
Self Assessments

The role of spatial abilities and self-assessments in cardinal point orientation across the lifespan

2014 ◽  
Vol 35 ◽  
pp. 113-121 ◽  
Author(s):  
Chiara Meneghetti ◽  
Erika Borella ◽  
Massimiliano Pastore ◽  
Rossana De Beni
Keyword(s):  
Spatial Abilities ◽  
Self Assessments ◽  
Cardinal Point
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