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The purpose of this study was to determine the effects of rating purpose and anonymity on the psychometric characteristics of self-ratings. Employees of the United States Marshals Service rated their proficiency on 66 job-related knowledges and skills, and on overall performance. Instructions stated. that the purpose of the ratings was either administration, research, i.e. training needs assessment. In addition, subjects were either required to sign their names or to remain anonymous. Each employee's immediate supervisor also provided ratings for each subject. Self-rating leniency did not vary as a function of anonymity. Self-ratings made for training purposes were less lenient than ratings made for administration or research. Self-ratings demonstrated less halo than supervisor ratings. In addition, self-ratings exhibited less variance and more leniency than supervisor-ratings. It is suggested that self-ratings may be a useful method of identifying training needs when used in conjunction with supervisory evaluations. / M.S.

2025 / Attribution theory literature provides various ways to discuss the relationships between success or failure and the reasons perceived to be responsible for an outcome. This study is based on Weiner’s (1986) attribution theory of achievement motivation and explores the attributions of choral ensemble performances made by choral directors who work in academic settings. The aims of this research were to determine whether participants’ own successful performances are attributed differently from those they consider unsuccessful and to determine the relationships between attribution responses and personal or work-related differences. An online survey was distributed to collect choral directors’ responses. Participants were asked about their degree backgrounds, the number of years at their current institutions, how many choral ensemble classes they conducted, the size of their institutions’ choral programs, the grade levels of students with whom they worked, whether their institutions were public or private, and demographic self-identifications. The second part of the questionnaire prompted participants to recall their most and least successful choral performances in recent history, then to rate their beliefs regarding 12 statements along a 9-point scale based on McAuley et al.’s (1992) Revised Causal Dimension Scale (CDSII). The statements corresponded to four subscales: locus, internal controllability, external controllability, and stability of the cause they believed most responsible for each prompt. A sample of N = 167 choral directors completed the questionnaire. The sample included choral directors in elementary, secondary, post-secondary, and multiple settings. Reliability testing was particularly poor on one stability test item, which was removed from subsequent analyses. Testing consisted of both parametric and non-parametric tests when applicable. Results from paired Wilcoxon and t-tests both revealed that participants significantly rated attributions of successful and unsuccessful performances differently on three subscales: locus, internal control, and stability. Among the personal and vocational questions, Pearson’s correlation revealed that years at institution negatively correlated with internal control with both success (R = -.220) and failure (R = -.227). The size of choral program was also related to internal control with success according to Spearman’s rho (ρ = -.155). External control with success was also related to level of teaching via Welch’s one-way ANOVA (F = 3.678) and related to public versus private school via independent samples t-test (t = -2.513). Finally, stability with failure significantly varied according to both gender (t = 1.982) and race (t = 02.474). Linear regression was initially used to test which variables could predict each subscale score, but no model produced sufficient R2 values. After converting subscale totals to Z-statistics and reorganizing them into ordinal quartiles, ordinal logistic regression (OLR) produced three modest but statistically significant models for locus with success, external control with success, andexternal control with failure. Alternatively, generalized linear mixed-effect model (GLMM) regression indicate at least one variable as predictive of each dimension for both success and failure. Private versus public institution, level of student taught, size of choral program, and number of ensembles appeared to predict more than one subscale. Limitations and concerns with the instrument and data are subsequently addressed. Discussion includes implications for how choral ensemble leaders might more intentionally reconsider the possible reasons for their own performance disappointments and how they convey those reasons to others. Results may additionally help those who serve in mentorship or adjudication capacities. Directions for future research are also offered.

by Wong Ho Yan Fanny. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (leaves 47-57). / Abstracts in English and Chinese. / TITLE PAGE --- p.i / ACKNOWLEDGEMENT --- p.ii / TABLE OF CONENTS --- p.iii / LIST OF TABLE AND FIGURES --- p.iv / ABSTRACT --- p.v / 論文摘要 --- p.vi / Chapter CHAPTER 1 - --- Introduction --- p.1 / Chapter CHAPTER 2 - --- Method --- p.25 / Chapter CHAPTER 3 - --- Results --- p.29 / Chapter CHAPTER 4 - --- Discussion --- p.37 / RERERENCES --- p.46

The diploma thesis deals with the obstacles to self-evaluation of primary and secondary school teachers. The aim of the diploma thesis was to find out whether there are any subjectively perceived obstacles that could prevent primary and secondary school teachers in the process of self-evaluation of their working performance. Next aim was to describe such obstacles, find out where they come from and propose measures in order to remove them. The theoretical part is based on the study of professional literature and other available sources. It introduces the basic concepts of the issue, describes the profession of a teacher and shows how self-evaluation is anchored in our legislation. From the point of view of the need for a detailed insight into the issue, qualitatively oriented research and the focus group method have been chosen. The analysis of the obtained data is inspired by the method of grounded theory. The obtained data were first coded and then isolated into categories. Each of the categories has been divided into subcategories for the sake of greater clarity. Through the analysis the four categories were created: the context of the profession, barriers on the teacher's side, lack of support and specific barriers. The category context of the profession includes subcategories such as lack of...

Kam, Chun Seng. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (leaves 27-33). / Abstracts in English and Chinese. / Acknowledgements --- p.2 / Abstract --- p.3 / 摘要 --- p.4 / Table of Contents --- p.5 / List of Tables --- p.6 / List of Figures --- p.7 / Chapter Chapter One: --- Introduction --- p.8 / Brief introduction to Past Literature on Asian Self-Enhancement --- p.8 / Two Conflicting Views on Asian Self-Enhancement --- p.9 / Self-Enhancement with Temporal Appraisal --- p.11 / Aims and Overview of the Studies --- p.12 / Chapter Chapter Two: --- An Empirical Study --- p.14 / Method --- p.14 / Results --- p.15 / Chapter Chapter Three: --- General Discussion --- p.22 / Summary and Importance of the Current Findings --- p.22 / Why Didn't Participants Self-Enhance for their Close Others? --- p.23 / Do Different Operationalizations of Self-Enhancment Yield Different Findings? --- p.23 / Future Directions and Conclusion --- p.25 / Footnotes --- p.26 / References --- p.27

The purpose of this action research is to discover how self-evaluation training affects students’ knowledge and understanding about their writing and needs for improvement. In this study of 46 fifth and sixth graders, students underwent a four-stage self-evaluation training process. This involved students in defining criteria for their stories, teaching them how to apply the criteria using a variety of samples, giving students feedback about their self-evaluations, and developing action plans The study showed that after the self-evaluation process was set into place, students had an increased awareness of what made a good fictional writing piece. The self-evaluation process helped students become more aware of writing practices and of themselves as a writer. The study also found that the self-evaluation process set clear guidelines for students, focused student attention on important writing criteria, and opened up the conversation between students and teachers about evaluation, goal setting and the writing process.