A Study on the Relationship between Self-Evaluation and Achievement : The Value of Using a "Learning Profile."

Abstract

The author used three levels of ability-basic, standard and advanced-to study the relationship between self-evaluation and actual achievement. Self-evaluation items included : "comprehension," "interest-concern," "motivation," "attitude," and "evaluation of the teacher's instructional techniques." The evaluation values for each of these items were compared with actual achievements using correlation coefficient, principal component analysis and regression analysis techniques. While the results showed that in the basic and advanced courses there were significant correlations between achievement and "attitude" and "comprehension," no significant correlations of any kind were found with the standard ability group. In fact, some negative correlations were found. The author discusses possible reasons for this phenomena. Usually, when students have been divided into achievement groups, emphasis is placed upon improving instructional methods for the basic group. This study, however, suggests that the students in the standard achievement group have the majority of the problems. Finally, the author points out that preparing "learning profiles" as means of expressing attitudes towards study is an effective method for increasing the students' levels of motivation.