Students' self‐evaluation and reflection (part 2): an empirical study

Abstract

Purpose

This paper aims to demonstrate that students' self‐evaluations contribute to improving academic results and life skills.

Design/methodology/approach

Taking as reference a group of previously validated scales (part 1: measurement), a causal model is developed. Hypotheses are tested through the structural equations methodology by using the EQS software.

Findings

Advice, students' motivation, responsibility and self‐concept are elements that influence the self‐evaluation process. A direct and positive relation between self‐evaluation and good academic results is also demonstrated.

Research limitations/implications

This research has been carried out in the Spanish pre‐university context. Possible generalisations to different contexts need to consider their specific characteristics.

Practical implications

Because self‐evaluation processes contribute to improving academic results and developing students' autonomy, teachers and tutors must develop them, perhaps through the elements which have been shown to be antecedents of such processes.

Originality/value

No previous research has either developed or tested these hypotheses. The findings reinforce other studies, but now considering the pre‐university educational context, when students can critically develop this skill.

Citation

Cambra‐Fierro, J. and Cambra‐Berdún, J. (2007), "Students' self‐evaluation and reflection (part 2): an empirical study", Education + Training, Vol. 49 No. 2, pp. 103-111. https://doi.org/10.1108/00400910710739469