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Related Concept Videos

Self-Evaluation Maintenance Model01:29

Self-Evaluation Maintenance Model

The Self-Evaluation Maintenance (SEM) model offers a psychological framework to understand how individuals’ self-esteem is influenced by the achievements of others, particularly those with whom they share close personal bonds. The SEM model operates when personal rather than social identity guides individuals. Central to this model is the notion that individuals have an inherent desire to preserve a favorable self-image, which is continuously shaped by interpersonal comparisons and...
Self-Evaluation: Self-Enhancement and Self-Verification03:00

Self-Evaluation: Self-Enhancement and Self-Verification

Social psychologists have documented that feeling good about ourselves and maintaining positive self-esteem is a powerful motivator of human behavior (Tavris & Aronson, 2008). In the United States, members of the predominant culture typically think very highly of themselves and view themselves as good people who are above average on many desirable traits (Ehrlinger, Gilovich, & Ross, 2005). Often, our behavior, attitudes, and beliefs are affected when we experience a threat to our...
Social Foundations of Self III: Self-Evaluation01:30

Social Foundations of Self III: Self-Evaluation

Self-evaluation is the process by which individuals assess their abilities, behaviors, and characteristics based on feedback from others. Charles H. Cooley observed that a person’s self-perception is primarily influenced by how others see and judge them. He suggested that individuals form their identities based on their interpretations of others' reactions. As a result, social interactions play a crucial role in shaping self-esteem and personal identity. These external evaluations often blend...
Sources of Self-Esteem III: Social Comparison01:27

Sources of Self-Esteem III: Social Comparison

Social comparison plays a fundamental role in the evaluation of personal success and self-worth. Rather than assessing our achievements in isolation, we interpret their significance relative to personal goals and critically in comparison to the performance of others. A grade of B in a mathematics exam might elicit pride if one's expectation was a C, yet result in disappointment if an A was anticipated or if peers achieved superior results. These comparative evaluations illustrate how both...
Sources of Self-Esteem II: Performance Feedback01:24

Sources of Self-Esteem II: Performance Feedback

Self-esteem is intricately tied to our perception of competence and our ability to exert control over our lives. One of the primary sources of this perception is performance feedback — the ongoing evaluation of our actions in terms of success and failure. According to Franks and Marolla (1976), people derive self-worth from experiencing themselves as causal agents, capable of achieving goals and overcoming obstacles. This process nurtures a critical component of self-esteem: self-efficacy,...
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The Sense of Self: Reflected Self-Appraisal and Social Comparison

According to Charles Cooley, we base our image on what we think other people see (Cooley 1902). We imagine how we must appear to others, then react to this speculation. We don certain clothes, prepare our hair in a particular manner, wear makeup, use cologne, and the like—all with the notion that our presentation of ourselves is going to affect how others perceive us. We expect a certain reaction, and, if lucky, we get the one we desire and feel good about it. But more than that, Cooley...

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Related Experiment Video

Updated: Jun 2, 2026

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

Self-evaluation of assessment programs: a cross-case analysis.

Liesbeth K J Baartman1, Frans J Prins, Paul A Kirschner

  • 1Utrecht University, The Netherlands. l.baartman@tue.nl

Evaluation and Program Planning
|May 11, 2011
PubMed
Summary
This summary is machine-generated.

This study validates a self-evaluation method for school Competence Assessment Programs (CAPs). An innovative school demonstrated superior quality assurance and stakeholder involvement compared to a novice school.

Related Experiment Videos

Last Updated: Jun 2, 2026

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

Area of Science:

  • Educational Assessment
  • Program Evaluation
  • Pedagogy

Background:

  • Schools require robust methods to evaluate Competence Assessment Programs (CAPs).
  • Self-evaluation offers a potential framework for quality assurance in educational assessment.
  • Comparing novice and innovative schools provides insights into effective CAP implementation.

Purpose of the Study:

  • To validate a self-evaluation method for assessing the quality of school Competence Assessment Programs (CAPs).
  • To compare the self-evaluation outcomes of a novice school and an innovative school in competence-based assessment.

Main Methods:

  • A comparative analysis of self-evaluation outcomes from two schools (novice and innovative).
  • Utilized 12 quality criteria for CAPs, encompassing validity, reliability, and formative assessment functions.
  • Involved teachers, management, and examination boards from participating schools.

Main Results:

  • Schools exhibit distinct approaches to ensuring assessment quality.
  • The innovative school displayed greater self-awareness, a positive attitude towards stakeholders and innovation, and explicit stakeholder involvement.
  • The innovative school possessed a clearer vision for competence-based education, aligning assessments with educational goals.

Conclusions:

  • The self-evaluation method provides a valuable tool for schools to assess CAP quality.
  • Innovative schools with extensive experience in competence-based assessment demonstrate more effective quality assurance practices.
  • Explicit stakeholder involvement and a clear vision for competence-based education are key indicators of high-quality CAPs.