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Related Experiment Videos

Experiences and expectations in evaluating preparation for an examination.

K Schweizer1

  • 1Psychologisches Institut Albert-Ludwigs-Universität Freiburg, Germany. schwkarl@ruf.uni-freiburg.de

Psychological Reports
|July 6, 2000
PubMed
Summary

Student self-concept and self-esteem predict oral exam preparation early on. Later, optimism and self-efficacy become significant predictors of perceived preparation effectiveness.

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Area of Science:

  • Psychology
  • Educational Psychology

Background:

  • Assessing academic preparation is crucial for student success.
  • Psychological factors like self-concept, self-esteem, optimism, and self-efficacy may influence preparation evaluation.

Purpose of the Study:

  • To investigate the predictive power of self-concept, self-esteem, optimism, and self-efficacy on the evaluation of oral examination preparation.
  • To examine how these psychological constructs relate to preparation evaluation at different time points.

Main Methods:

  • A sample of 49 university students completed self-report measures.
  • Psychological assessments included Frankfurter Selbstkonzeptskalen, 16PF-O scale, and Fragebogen für Personalen Optimismus und Sozialen Optimismus--Erweitert.
  • Preparation evaluation was assessed via a self-report sheet at two time points: 5 weeks and 1 week before an oral examination.

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Main Results:

  • Significant correlations were found between preparation evaluation and self-concept/self-esteem (past experiences) at 5 weeks pre-examination.
  • Significant correlations emerged between preparation evaluation and personal optimism/self-efficacy (expectations) at 1 week pre-examination.

Conclusions:

  • Self-concept and self-esteem are early indicators of perceived exam preparation.
  • Optimism and self-efficacy become more relevant predictors of preparation evaluation closer to the examination date.
  • These findings highlight the dynamic interplay of psychological factors in academic preparation.