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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,...
Self-Presentation: Self-Monitoring and Self-Handicapping02:05

Self-Presentation: Self-Monitoring and Self-Handicapping

People can go to great lengths to protect their self-image and present themselves in ways that they want others to see them. Sociologist Erving Goffman presented the idea that a person is like an actor on a stage. Calling his theory dramaturgy, Goffman believed that we use “impression management” to present ourselves to others as we hope to be perceived. Each situation is a new scene, and individuals perform different roles depending on who is present (Goffman, 1959). Think about the way you...
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...
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Self-monitoring is a central construct in understanding individual differences in self-presentation strategies across social contexts. It refers to how individuals observe, regulate, and control their expressive behavior and self-presentation following situational cues. Self-monitoring reflects a person's sensitivity to social appropriateness and willingness to adapt behavior to fit varying interpersonal demands.High vs. Low Self-Monitoring IndividualsIndividuals high in self-monitoring are...
Self-Regulation01:25

Self-Regulation

Self-regulation, also known as self-control, encompasses a range of cognitive and behavioral processes that allow individuals to adjust their internal states and outward actions to align with socially acceptable norms and long-term goals. It plays a fundamental role in adaptive functioning, from resisting impulsive behaviors to persisting through challenging tasks. While its benefits are widely recognized, self-regulation is not limitless. Muraven and Baumeister's theory posits that...
Self-Presentation01:25

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Self-presentation is a fundamental aspect of social interaction, shaping both how others perceive individuals and how they view themselves. This dynamic process influences behaviors in various social settings, often leading people to adjust their appearance, speech, and demeanor to align with their desired identity. While self-presentation can be deliberate or unconscious, it plays a critical role in interpersonal relationships and self-perception.Forms of Self-PresentationSelf-presentation can...

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Related Experiment Video

Updated: May 8, 2026

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity
07:32

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity

Published on: February 10, 2016

Implementing student self-video of performance.

Stephen Maloney1, Sophie Paynter, Michael Storr

  • 1Physiotherapy Department, Monash University, Melbourne, Victoria, Australia.

The Clinical Teacher
|September 11, 2013
PubMed
Summary
This summary is machine-generated.

Web-based self-video enhances physiotherapy students' self-evaluation skills despite technical challenges. This method offers educational rewards by fostering reflection and improving clinical performance.

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Virtual Hand with Ambiguous Movement between the Self and Other Origin: Sense of Ownership and 'Other-Produced' Agency
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Related Experiment Videos

Last Updated: May 8, 2026

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity
07:32

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity

Published on: February 10, 2016

Virtual Hand with Ambiguous Movement between the Self and Other Origin: Sense of Ownership and 'Other-Produced' Agency
08:01

Virtual Hand with Ambiguous Movement between the Self and Other Origin: Sense of Ownership and 'Other-Produced' Agency

Published on: October 28, 2020

Area of Science:

  • Health Professions Education
  • Digital Learning Technologies
  • Clinical Skill Development

Background:

  • University programs face resource limitations impacting student practice supervision and feedback.
  • Investigated Web-based student self-video to enhance self-evaluation skills.
  • Explored technological challenges, solutions, and educational benefits.

Purpose of the Study:

  • To assess the feasibility and effectiveness of Web-based self-video for physiotherapy student self-evaluation.
  • To identify technological challenges and solutions in implementing this learning method.
  • To evaluate the educational rewards and impact on clinical skill development.

Main Methods:

  • Physiotherapy students (n=60) recorded and uploaded self-performance videos.
  • Students engaged in reflective tasks after tutor feedback and peer review.
  • Surveys and system usage reports analyzed learning experiences and technical data.

Main Results:

  • Students successfully utilized Web-based self-video for remote performance review.
  • Rectifiable technical issues were encountered by students and tutors.
  • The educational utility for clinical performance enhancement outweighed the effort involved.

Conclusions:

  • Web-based self-video with feedback and reflection is a viable method for improving student self-evaluation.
  • Technical difficulties can be mitigated through careful activity design.
  • This approach supports clinical skill development and leverages students' technological competence.