Self-evaluation in young age students
Abstract
Self-assessment processes developed by students of early age were studied. Preferably in a quantitative analysis, the relationship of self-efficacy dimensions, self-esteem, self-regulation, language, metacognition and self-evaluation of 305 Chileans who attend nursery schools with various administrative units was examined. Supported by qualitative records of childrens speeches six instruments linked to the studied variables (Self-concept test; SRO Test Language Test; Metacognition Scale; Interview and Self-Efficacy Self-Assessment Test) were used. The results indicate that these dimensions were associated with self-assessment with different levels of correlation. All these dimensions considered as independent variables explained 50% of the variability in self-assessment; self-regulation and language are the variables that contribute most. No statistically significant difference between boys and girls was evident.
Citación recomendada | Recommended citation
Catalán, M. L. (2015) . Self-evaluation in young age students. Revista Española de Pedagogía, 73(262). https://www.revistadepedagogia.org/rep/vol73/iss262/11
Licencia Creative Commons | Creative Commons License
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
