scholarly journals A mindset of competition versus cooperation moderates the impact of social comparison on self-evaluation

2015 ◽  
Vol 6 ◽  
Author(s):  
Lucie Colpaert ◽  
Dominique Muller ◽  
Marie-Pierre Fayant ◽  
Fabrizio Butera
Keyword(s):  
Social Comparison ◽  
Self Evaluation ◽  
The Impact

Social comparison orientation and mental health: The mediating role of psychological capital

2020 ◽  
Author(s):  
Guoliang Yang ◽  
Zhihua Wang ◽  
Weijiong Wu
Keyword(s):  
Mental Health ◽  
Social Comparison ◽  
Psychological Capital ◽  
Mediating Effect ◽  
Mediating Role ◽  
The Social ◽  
Social Comparison Orientation ◽  
Using Data ◽  
The Impact ◽  
The Relationship

Little is known about the relationship between social comparison orientation and mental health, especially in the psychological capital context. We proposed a theoretical model to examine the impact of ability- and opinion-based social comparison orientation on mental health using data from 304 undergraduates. We also examined the mediating effect of the four psychological capital components of hope, self-efficacy, resilience, and optimism in the relationship between social comparison orientation and mental health. Results show that an ability (vs. opinion) social comparison orientation was negatively (vs. positively) related to the psychological capital components. Further, the resilience and optimism components of psychological capital fully mediated the social comparison orientation–mental health relationship. Our findings indicate that psychological capital should be considered in the promotion of mental health, and that the two social comparison orientation types have opposite effects on psychological capital.

617 Who Benefits the Most from Burn Camps?

2021 ◽  
Vol 42 (Supplement_1) ◽  
pp. S162-S163
Author(s):  
Jennifer B Radics-Johnson ◽  
Daniel W Chacon ◽  
Li Zhang
Keyword(s):  
Retrospective Review ◽  
Burn Injury ◽  
Statistical Significance ◽  
Categorical Variables ◽  
P Value ◽  
Continuous Variables ◽  
Self Evaluation ◽  
Significant Difference ◽  
Return Home ◽  
The Impact

Abstract Introduction Burn camps provide a unique environment and activities for children that have experienced a burn-injury. Positive outcomes from attending burn camp include increased self-esteem, decreased feelings of isolation and a greater sense of self-confidence. In a 3-year retrospective review of camper evaluations from one of the largest and longest running week-long burn camps in the nation for ages 5–17, we aimed to assess if a child’s gender, age, TBSA or ethnicity affected the impact that burn camp had on a child. Methods A 3-year retrospective review of a Burn Camp’s camper evaluation forms was conducted for campers that attended burn camp between 2017–2019. Camp rosters were reviewed to determine the camper gender, age, TBSA and ethnicity. Camper self-evaluation forms completed at the end of each camp session were reviewed to record camper responses to questions regarding their opinions on the impact camp had on them as well as how camp will impact their lives once they return home. Categorical variables were summarized as frequency and percentage, and continuous variables were described as median and range. To check the relationship between two categorical variables, Chi-square test was used. To compare the continuous variable among groups, Kruskal-Wallis ANOVA was used. Statistical significance was declared based on a p value< 0.5. Results Within 2017–2019, there were 413 camper records. Participants’ demographic characteristics are summarized in Table 1. There were 208 males (50.3%) and 205 females (49.6%). The median age of campers were 11.86, 12.44 and 12.45 for 2017–2019, with the range from 5.16 years to 17.96 years. The median TBSA were 20, 20 and 18 for 2017–2019, with the range from 0.08 to 90. Collectively there were 47.7% Hispanic (n= 197); 24.2% Whites (n=100); 13.1% Black (n= 54); 4.6% Asian (n=19) and 7.7% Other (n=32). There were 395 camper self-evaluation forms submitted. Results of three questions there we were interested in are summarized collectively in Table 2. 57% of campers responded, “Yes, Definitely” to the question “After going to this event, will you feel more comfortable being around your classmates or friends?” 54% responded, “ Yes, Definitely” to the question “Do you feel more confidents in sharing your burn story with others when returning home?” and 51% responded “Yes, Definitely” to “Did you learn anything that will help you when you return home?” Conclusions In analyzing the camper responses, there was no statistically significant difference in responses comparing gender, age, TBSA or ethnicity.

The Impact of Informative Tutoring Feedback and Self-Efficacy on Motivation and Achievement in Concept Learning

2004 ◽  
Vol 51 (3) ◽  
pp. 214-228 ◽  
Author(s):  
Susanne Narciss
Keyword(s):  
Self Efficacy ◽  
Task Engagement ◽  
Future Research ◽  
Task Completion ◽  
Multiple Response ◽  
Self Evaluation ◽  
Outcome Feedback ◽  
Task Motivation ◽  
The Impact ◽  
Motivation And Achievement

Abstract. Informative tutoring feedback (ITF) provides assisted multiple response tries by offering strategically useful information for task completion as opposed to simply offering the solution. Previous studies on ITF focused on its effects on achievement. The present studies examine the assumption that ITF affects not only achievement, but also motivational variables such as task engagement, effort, persistence, and satisfaction with performance. In two experiments, students differing in self efficacy (SE) for identifying concepts worked on concept identification tasks. In cases of incorrect hypothesis about the concept, they received either outcome feedback or ITF. Results reveal that motivation and achievement depend on both SE and type of feedback. Future research should examine in more detail how ITF affects the self-enhancing processes between on-task motivation, achievement, and self-evaluation.

scholarly journals Self Evaluation: Building Student Self-awareness and Competence

2018 ◽  
Author(s):  
Denard Lynch
Keyword(s):  
Student Assessment ◽  
Electrical Power ◽  
Engineering Ethics ◽  
Self Awareness ◽  
Self Assessment ◽  
Self Evaluation ◽  
Student Assessments ◽  
Second Year ◽  
The Impact ◽  
Junior Students

This paper discusses the results of two experiments in self assessment and discusses their value in evaluating student consciousness of their competence, and the opportunity to improve self-awareness and competence in students. The data was gathered from two different engineering courses. The first experiment was conducted in a second-year course on basic electronics and electrical power. As part of the final examination, students were asked to assess their confidence in their answer to each question. The student self-assessment was compared to the actual result in an effort to determine the student’s perception of their competence. Student assessment was coded with respect to consciousness and competence. The second experiment was performed on a midterm examination in engineering ethics and professionalism, a senior course discussing the impact and interaction of the engineering profession on society. Students were given an annotated exemplar and a marking rubric and asked to grade their own midterm submissions. The student assessments were compared to the instructor assessment and again the results were coded with respect to consciousness and competence. The results showed a contrast between the second-year and senior courses. For the second-year course, 50.3% were coded as consciously competent or incompetent. In the senior course, 80% of students were coded as consciously competent. The comparison of the two results suggest that senior students, given suitable instruction, are more aware of their competence than junior students suggesting that current methods do develop an improved awareness of competence, although other factors may be relevant. It is suggested that student awareness be formally monitored, and results used to modify pedagogy to improve and accelerate consciousness in graduates.  

scholarly journals Emotional-Personal Well-Being as a Predictor of Social Perception of Representative of Security Services

2020 ◽  
Author(s):  
Larisa Karapetyan ◽  
Keyword(s):  
Social Perception ◽  
Well Being ◽  
Security Sector ◽  
Self Evaluation ◽  
Security Services ◽  
Positive Attitudes ◽  
Power Block ◽  
Personal Qualities ◽  
Internal Affairs ◽  
The Impact

Objective: exploring the impact of emotional and personal well-being on the attitudes of security sector professionals towards other people, both those within their communication zone and those outside it. Methods: (1) Semantic differential technique (SD), where descriptors were represented by 24 personal qualities in terms of which the respondents were asked to evaluate two SD objects: people within their social circle, and those outside it; (2) Emotional-personal well-being self-evaluation technique (EPWBSE), where the respondents evaluate themselves in nine mono-scales. The research sample consisted of 2,229 people from different professional categories, including 298 representatives from the power block (98 people from the Russian Ministry of Defence (MoD) and 200 respondents from the Russian Ministry of Internal Affairs (MIA)). Conclusions: It was found that representatives of the Ministry of Internal Affairs demonstrated more positive attitudes towards people from the communication sector, while representatives of the MoI showed more positive attitudes towards people in general. In the MIA sample, emotional-personal well-being is significantly higher and, at the same time, it is related to the dynamics of social perception: the higher the level of emotional-personal well-being, the more positively people in the communication zone are perceived, while the lower the SELB level, the more positively people, in general, are perceived. Trends in social perception in MD representatives can be preconditioned by other factors. Further to the conducted analysis, it is planned to study different-level determinants of social perception in representatives of different security services.

scholarly journals 15. Clicker Lessons: Assessing and Addressing Student Responses to Audience Response Systems

2011 ◽  
Vol 1 ◽  
pp. 85
Author(s):  
Tim Pelton ◽  
Leslee Francis Pelton ◽  
Mary Sanseverino
Keyword(s):  
Audience Response ◽  
Evaluation Tool ◽  
Audience Response Systems ◽  
Self Evaluation ◽  
Perceived Need ◽  
Large Size ◽  
Response Systems ◽  
Support Teacher ◽  
The University ◽  
The Impact

This project began in response to a perceived need to assess students’ perceptions with respect to the emerging use of audience response systems (clickers) in several mid- to large-size undergraduate courses at the University of Victoria. We developed and validated a “Clicker Use Survey” to gather students’ opinions with respect to clicker utility and the impact of clicker use on their learning. With the collected data we generated a set of baseline distributions to support assessment of various clicker use protocols and created a self-evaluation tool to share with instructors to support teacher reflection on the efficacy of their clicker practices. We also provided a sample self-evaluation to model the use of the tool. Links to the survey instrument, baseline data and self-evaluation tool, and sample self-evaluation are provided.

scholarly journals Evidence that Social Comparison with the Thin Ideal Affects Implicit Self-Evaluation

2018 ◽  
Vol 31 (1) ◽  
Author(s):  
Yvana Bocage-Barthélémy ◽  
Leila Selimbegović ◽  
Armand Chatard
Keyword(s):  
Social Comparison ◽  
Thin Ideal ◽  
Self Evaluation
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