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Related Concept Videos

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Self-efficacy is the belief in one's capacity to organize and execute actions necessary to manage prospective situations. This belief significantly influences how individuals approach goals, tasks, and challenges across different domains of life.Psychological and Educational ImpactsIndividuals with strong self-efficacy are more resilient in the face of difficulties. They are more likely to adopt effective problem-solving strategies, persist through obstacles, and regulate emotions such as...
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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:...
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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...
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Sources of Self-Esteem III: Social Comparison01:27

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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...
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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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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...
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Can Peer Assessment Impact Self-efficacy During Small-Group Learning?

Lauren J Germain1, Hsin H Li2, Amen Wiqas3

  • 1Office of Evaluation, Assessment and Research, SUNY Upstate Medical University, Syracuse, NY | Department of Public Health and Preventive Medicine, SUNY Upstate Medical University, Syracuse, NY.

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Peer assessment in medical school small groups can enhance students' self-efficacy. This low-resource strategy shows potential benefits for improving confidence in learning environments.

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Area of Science:

  • Medical Education
  • Educational Psychology

Background:

  • Student perceptions of the learning environment correlate with self-efficacy.
  • The specific impact of peer assessment on these factors remains unclear.
  • This study investigates peer assessment in a first-year medical student small-group course.

Purpose of the Study:

  • To examine the process and impact of peer assessment on self-efficacy.
  • To evaluate changes in perceptions of the learning environment following peer assessment.

Main Methods:

  • First-year medical students participated in small-group discussions and completed peer assessments.
  • Thematic coding and word count analysis were used for peer feedback.
  • Generalized Self-efficacy (GSE) Scale and custom surveys measured changes before and after peer assessment.

Main Results:

  • Peer assessment comments frequently addressed participation style and engagement.
  • A significant increase in Generalized Self-efficacy (GSE) scores was observed (P=.009), though with a small effect size (d=0.32).
  • No significant changes were found in overall perceptions of the learning environment.

Conclusions:

  • Peer assessment is a viable strategy to boost self-efficacy in medical school small-group settings.
  • This method is resource-efficient relative to its potential advantages.
  • Further exploration of peer assessment's role in medical education is warranted.