Cette thèse vise à étudier les effets, bénéfiques ou délétères, de l’intensité de la comparaison ascendante sur l’évaluation de soi et la performance. Dans une série de cinq études, nous avons placé au coeur de nos investigations une controverse relative aux effets d’une comparaison ascendante forte par rapport à une comparaison ascendante modérée.La comparaison ascendante forte se révèle bénéfique à court terme, les participants améliorant leur performance, ce qui n’est pas systématiquement le cas pour une comparaison ascendante modérée (études 1, 2 et 3). En revanche, en ce qui concerne l’évaluation de soi, à l’exception de l’étude 1, une comparaison ascendante forte n’entraîne pas toujours une évaluation de soi inférieure à une comparaison ascendante modérée.Nous avons également cherché à clarifier cette controverse en interrogeant le rôle joué par les attributions causales (Weiner, 1985) dans l’évolution constatée de la performance. En interrogeant les attributions des participants, nous constatons une prévalence des attributions à l’effort (étude 2) ainsi qu’une corrélation positive entre celles-ci et les attentes de réussite (études 3, 4 et 5) dans la condition de comparaison ascendante forte. D’autre part, en manipulant les attributions de la cible de comparaison, il apparaît que les participants exposés à un feedback d’échec et des attributions à l’habileté présentent un niveau d’évaluation de soi plus faible qu’en l’absence de feedback d’échec (étude 4). De surcroît, les attributions à l’effort contribuent au maintien de l’évaluation de soi uniquement en présence de trois cibles en comparaison d’une seule cible (étude 5). / This thesis aims to study the beneficial or deleterious effects of intensity of upward comparison on self-evaluation and performance. In a series of five studies, we have placed at the heart of our investigations a controversy which deals with the effects of a strong upward comparison with regard to a moderate upward comparison.The strong upward comparison is beneficial in the short term, participants improving their performance, which is not always the case for a moderate upward comparison (Studies 1, 2 and 3). In contrast, as regards of self-evaluation, except for Study 1, a strong upward comparison does not always mean a lower self-evaluation than a moderate upward comparison.We also sought to clarify this controversy by questioning the role of causal attributions (Weiner, 1985) in the observed evolution of performance. By measuring participants’ causal attributions, we see a prevalence of effort attributions (Study 2) and a positive correlation between them and expectations of success (studies 3, 4 and 5) in the strong upward comparison condition. Furthermore, by manipulating causal attributions of the comparison target, it appears that participants exposed to a failure feedback and ability attributions have a lower level of self-evaluation than in the absence of feedback of failure (study 4). Moreover, effort attributions contribute to the maintenance of self-evaluation only in the presence of three targets compared to only one target (Study 5).

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-11-07T11:43:38Z No. of bitstreams: 1 Débora Valim Cirino Bordini.pdf: 1275963 bytes, checksum: 04b1b28603696b6ba604366609a2d7b7 (MD5) / Made available in DSpace on 2017-11-07T11:43:38Z (GMT). No. of bitstreams: 1 Débora Valim Cirino Bordini.pdf: 1275963 bytes, checksum: 04b1b28603696b6ba604366609a2d7b7 (MD5) Previous issue date: 2017-09-26 / The purpose of this research is to carry out a meta-evaluative study of the Teaching Assessment in PUC-SP. The specific goals are to study this evaluation, considering its usefulness for the work of the institution's managers and teachers; identify the most evaluated and least favorable assessment points, analyzing the procedures and execution of the evaluation process. The PUC-SP Teaching Assessment is an evaluation project based on institutional self-assessment. It is an assessment of a formative nature, aimed at improving the pedagogical teaching practice and courses. Applied semesterly to professors and undergraduate students, it is constituted by information regarding the evaluation of the teaching performance and the teaching conditions of the Institution. In order to achieve the intended goals, managers of a PUC-SP undergraduate course were consulted. The research data were obtained through a questionnaire elaborated based on the characteristics of the Teaching Assessment and guidelines of the Joint Committee on Standars for Educational Evaluation, which aimed to improve program evaluations, grouped 30 evaluative guidelines in four categories of excellence: usefulness, viability, ethics and precision. Although the four categories idealized by the Committee are relevant for meta-evaluation activities, this research was developed based on the guidelines contained in the standards "comprehensiveness and selection of information; clarity of reports and evaluation impact" of the "utility" category. The main authors that support this study are Worthen, Sanders and Fitzpatrick (2004), Santos Guerra (2007), Dias Sobrinho (2008, 2003, 2001 and 2000), Ristoff (2000), Ristoff, Dias Sobrinho and Balzan, Ristoff and Dias Sobrinho (2000). As a result of this research it was observed that the managers of the undergraduate course recognize the usefulness of the Teaching Assessment for the pedagogical work and its benefit to the University, however, they pointed out that the low percentage of participation of the teachers and students interferes in the use of the assessment data. The research also made it possible to perceive the lack of awareness actions that contribute to the understanding of the objectives of the evaluation by students and teachers as well as the support for the use of evaluation results / O objetivo geral desta pesquisaé realizar um estudo meta-avaliativo da Avaliação da Docência na PUC-SP. Os objetivos específicos se constituem em estudar essa avaliação, considerando sua utilidade para o trabalho dos gestores e professores da Instituição; identificar os pontos mais bemavaliados e os menos favoráveis da avaliação, analisando os procedimentos e execuçãodo processo avaliativo. A Avaliação da Docência da PUC-SP é um projeto de avaliação procedente da autoavaliação institucional. É uma avaliação de natureza formativa que visa ao aperfeiçoamento da prática pedagógica docente e dos cursos. Aplicada semestralmente aos professores e estudantes de graduação, ela constitui-se por informações referentes à avaliação do desempenho docente e às condições de ensino da Instituição. Para atingir os objetivos pretendidos, foram consultados gestores de um curso de graduação da PUC-SP. Os dados da pesquisa foram obtidos por meio de questionário elaborado com base nas características da Avaliação da Docência e orientações do Comitê Misto sobre Diretrizes para a Avaliação Educacional que, visando ao aperfeiçoamento das avaliações de programas, agrupou 30 diretrizes avaliativas em quatro categorias de excelência: utilidade, viabilidade, ética e precisão. Embora as quatro categorias idealizadas pelo Comitê sejam relevantes para atividades de meta-avaliação, esta pesquisa se desenvolveu por meio das orientações contidas nos padrões “abrangência e seleção da informação; clareza dos relatórios e impacto da avaliação” constantes da categoria “utilidade”. Os principais autores que subsidiam este estudo são: Worthen, Sanders e Fitzpatrick (2004), Santos Guerra (2007), Dias Sobrinho (2008, 2003, 2001 e 2000), Ristoff (2000), Ristoff, Dias Sobrinho e Balzan (2005), Ristoff e Dias Sobrinho (2000). Como resultado desta pesquisa, observou-se que os gestores do curso de graduação reconhecem a utilidade da Avaliação da Docência para o trabalho pedagógico e seu benefício para a Universidade, no entanto apontaram que o baixo percentual de participação dos professores e estudantes interfere no aproveitamento dos dados da avaliação. A pesquisa permitiu perceber também a carência de ações de sensibilização que contribui para a compreensão dos objetivos da avaliação pelos estudantes e professores, bem como o apoio para o uso dos resultados avaliativos

This thesis aims to contribute to the improvement and advancement of university learning, teaching, and staff development; to integrate educational theory and the practice of university teaching; and to contribute to the establishment of a new, emerging paradigm in higher education. The strategy towards achieving these aims comprises (1) an alternative research methodology in the interpretive, non-positivist paradigm; (2) an integrated framework drawing on a variety of previously unrelated theories to form an alternative model of university education; and (3) reference to the dialectical relationship between educational theory and teaching practice and their integration through action research in higher education. The thesis is not so much a critique of the traditional paradigm and of existing functionalist-structuralist approaches to higher education, but more a development and clarification of an alternative, dialectical, human action approach to higher education. The original contribution of this thesis to the theory and practice of higher education lies in the development (1) of an alternative model of university education based on an integration of previously unrelated domains of theory; (2) of a theoretical model of professional development as action research (the CRASP Model: Critical attitude, Research into teaching, Accountability, Self-evaluation, Professionalism); and (3) of action research projects in higher education. Action research is research by the university teachers themselves into their teaching practice, i.e. into problems of the curriculum and student learning. The case studies included in and appended to this thesis show that in one educational setting at least it was possible to improve and advance university learning and teaching through action research. The evidence for this advancement is provided in a number of previously published case studies compiled in the Appendix.

The large influx of international students to universities of the developed world, the increased use of Problem-Based method of teaching and learning in the field of Health Education and growing awareness of the need to accommodate varying learning styles in any classroom are the three factors that influenced this research. This study was designed to investigate the effect of learning styles and demographic differences on performance in Biology when taught using two different methods of teaching. One was the teacher-directed Traditional Teaching and Learning (TTL) and the other was the student-centred Problem-Based Learning (PBL). The preferred learning styles of all Foundation Studies (FS) Biology students over four academic years at RMIT were determined using the Paragon Learning Style Inventory (PLSI). These students were taught two selected topics in Biology by the researcher using the two different methods and their performance assessed by a written test at the end of each topic. Two instruments were developed to assess student participation in PBL. The first instrument Students' Participation in Group Discussions (SPGD) rating scale was designed for teacher evaluation of student participation in PBL group discussions while the second instrument the Student Self Evaluation (SSE) rating scale was for self-evaluation by stud ents. Individual interviews provided students' views and opinions about their learning styles and the two teaching methods. The analysis of data was predominantly conducted by quantitative methods, supported by qualitative analysis of the interview data. Effect size analyses were used to investigate differences in performance under the two teaching methods on the basis of demographic and learning style differences. Further probes were conducted to elicit any interactions among the demographic variables and the learning style traits in their effect on performance under the two teaching methods and a quantitative measure for interaction was derived using effect sizes. While results confirmed some of the trends displayed by learning style traits in other disciplines, a number of interactions among variables were found to affect performance in Biology as well as performance under the two teaching methods. Gender, age, prior qualification and the language of instruction of prior education had various levels of interactions with the introvert/extrovert, intuitive/sensing, thinking/feeling and perceiving/judging learning traits and affected performance in Biology to varying extents. However, it was found that international students from diverse backgrounds were able to cope with both methods of teaching though there was a definite preference expressed for the traditional teacher directed method. The conclusions from this study have resulted in a number of recommendations for Biology educators, FS administrators, authors and all practitioners of PBL. Several suggestions have opened new avenues for future research. These recommendations for pedagogy and suggestions for future research can improve the outcomes of Biology education as well as other disciplines in related fields. As a consequence of this study two new instruments have been developed to assess student participation in the group discussions of PBL. These could prove to be valuable assessment tools for practitioners of this methodology.

Thesis (M.S.W.)--University of Hong Kong, 1985.

published_or_final_version / Language Studies / Master / Master of Arts

Teorinė mokytojo kaip klasės vadovo veiklos įtaka mokinių savęs vertinimui analizė parodė, kad mokytojas įvairiuose moksliniuose šaltiniuose traktuojamas kaip kvalifikuotas ugdymo veikėjas, dėstomo(jo) dalyko ir mokinio psichologijos, edukologijos, vadybos žinovas, koordinuojantis klasės ugdomąjį procesą per įvairias pedagoginės veiklos sritis. Tačiau, ar mokytojo veikla, kaip klasės vadovo yra veiksminga ugdytiniams, priklauso nuo paties pedagogo kompetencijų, ypač bendraujant, giliau pažįstant mokinius, suprantant, kuriant įvairias sąveikos situacijas. Mokytojas ugdytinius turi taip pažinoti, įžvelgti jų elgesį, asmenybę, pastebėjęs neadekvatų mokinių savęs vertinimą, jį koreguoti. O juk savęs vertinimas yra vienas iš svarbiausių asmenybės vidinių darinių, kuris palieka neišdildomus pėdsakus visuose žmogaus poelgiuose ir veiksmuose nuo ankstyvosios vaikystės iki gilios senatvės. Apibendrinus mokinių savęs vertinimo problemą mokslinėje literatūroje, galime daryti prielaidas, kad: šiuolaikinėje edukologinėje, sociologinėje, psichologinėje literatūroje, individo savęs vertinimas – daugelio mokslininkų tyrimo objektas; individo savęs vertinimas traktuojamas, kaip sudėtingas darinys, jis neatskiriamas nuo aplinkinių; svarbu siekti adekvataus savęs vertinimo. Mokytojo kaip klasės vadovo veiklos įtaka stiprinant pradinių klasių mokinių savęs vertinimą. Teoriškai ir empiriškai pagrįsti ryšį tarp pradinių klasių mokinių savęs vertinimo ir mokytojo kaip klasės vadovo veiklos. Iškelta... [toliau žr. visą tekstą] / Theoretical analysis of teacher’s as a class tutor work influence for pupils self evaluation displayed that, tutor in a various scientific sources is interpreted as skilled worker of education, expert of management, lectured subject and pupil’s psychology, education, who coordinates educational process of class through various fields of pedagogical activities. However, whether teacher’s work as class tutor is effective to personnel, depends on educator competence, especially when communicating and trying to profound and understand them deeper, creating various situations of interaction. Teacher has to know the personnel very well, to perceive their behaviour, personality and to correct an observed inadequate pupils self evaluation. It is the truth that self evaluation is one of the most significant inner personality derivatives, which leaves indelible trace in all human deeds and actions from early childhood till venerable age. In generalising pupil’s self evaluation problem in academic literature, it could be presumed that: in modern literature of education, sociology, psychology, self evaluation of individuals is the research object of the majority scientist; self evaluation of individual is interpreted as complicated derivative, which is inseperable from surrounding people; it is important to seek adequate self evaluation. Teacher’s as a tutor of the class work influence in fortifying self evaluation of primary school pupils. Revalating hypothesis: it is probable that... [to full text]

Tyrimo tikslas – nustatyti mokinių savęs vertinimo bei priklausomybę sukeliančių medžiagų paplitimo bei vartojimo mokinių tarpe sąsajas. Tikimasi, kad mokiniams pradėjus save geriau vertinti bei pasitikėti savimi, mažės jų tolerancija priklausomybę sukeliančių medžiagų vartojimui bei formuosis neigiamas požiūris į šių medžiagų vartojimą aplinkoje. Taikytas kiekybinis tyrimo metodas, panaudojant GYTS (Global Youth Tobacco Survey) klausimyną, sveikatos testą (Goštautas; 1999), savęs vertinimui nustatyti buvo panaudota A. Goštauto, A. Pakulos, L. Grinevičienės sudaryta metodika. 2007 metais pirminiame tyrime dalyvavo 721 mokinys, pakartotiniame tyrime (2008 metais) dalyvavo 648 mokiniai. Abiejuose tyrimuose dalyvavusių 457 mokinių: 199 berniukų ir 258 mergaičių, duomenys ir buvo naudojami tikrinant magistrinio darbo hipotezes. Tyrimo rezultatai parodė, kad didžiausia pasitikėjimo savimi įtaka priklausomybę sukeliančių medžiagų vartojimo bei požiūrio kitimams stebima vyresnių nei 16 metų berniukų su didesniu pasitikėjimu savimi grupėje ir berniukų su mažesniu savęs vertinimu iki 16 metų amžiaus grupėje. Tuo tarpu mergaičių tarpe didžiausia pasitikėjimo savimi įtaka matoma 14 – 15 metų amžiaus grupėje su mažesniu savęs vertinimu. Be to, mergaičių tarpe vyrauja didesnis nepasitikėjimas savimi bei savo jėgomis, keliami didesni reikalavimai sau. / The aim of the research to measure ties between students’ self-evaluation and spread and usage of substances that cause dependence. Hopefully, if students started to evaluate themselves better and feel bigger self-confidence they will feel less tolerance for these substances and negative attitude towards the usage of them will be formed. Quantative method of the survey was used, while using GYTS questionnaire, health test (Gostautas; 1999) for self-evaluation methods of A. Gostautas, A. Pakula, L. Grineviciene were used. 721 students participated in the initial survey in 200 7. In the second survey 648 students participated. 457 students participated in both surveys: 199 boys and 258 girls, information from the surveys was used to check the hypotheses of the master’s work. Results of the survey showed that the biggest influence of self-confidence in usage of substances that cause dependence and the changes in attitude was noticed among the boys from 16 and among the ones with lower self-evaluation until 16. While the influence of self-confidence is noticeable among the girls at the age of 14-15 with lower self-confidence. In addition, girls don’t trust themselves and their strength and are more demanding for themselves than boys.

As students with disabilities age out of school-age resources, the need for self-evaluative skills in work tasks becomes more important. This study compared self-evaluation with reinforcement and self-evaluation with reinforcement plus external evaluation when completing room cleaning skills. The younger students did not demonstrate the ability to self-evaluate without external evaluation. Both conditions were effective when evaluating the older group of students. The author proposes additional research in looking at self-evaluative skills for specific age groups and conditions.

Tyrimo tikslas – nustatyti neįgalių asmenų motyvacijos dirbti, socialinio saviveiksmingumo ir savęs vertinimo sąsajas profesinės reabilitacijos procese. Tyrime dalyvavo 206 tiriamieji. Tyrime dalyvavo 122 moterys ir 84 vyrai. Dalyvavusių tyrime negalią turinčių asmenų amžiaus vidurkis - 41,33 metų. Jauniausias tyrime dalyvavęs asmuo buvo 19 metų, o vyriausias – 64 metų amžiaus. Respondentai buvo neįgalieji, kurie dalyvavo profesinės reabilitacijos procese arba lankė neįgaliųjų dienos užimtumo centrus. Apklausa buvo atliekama Vilniuje, Kaune, Klaipėdoje, Šiauliuose ir Tauragėje. Dalyviai, kurie nedalyvavo profesinės reabilitacijos procese buvo apklausiami tik tuose neįgaliųjų dienos užimtumo centruose, kuriuose buvo teikiama ir profesinės reabilitacijos paslauga žmonėms su negalia. Ieškant tiriamųjų buvo bendradarbiaujama su organizacijomis teikiančiomis profesinės reabilitacijos ir dienos užimtumo paslaugas žmonėms su negalia. Tyrime naudotą anketą sudarė demografiniai klausimai ir trys metodikos. Pirmoji metodika matavo motyvaciją dirbti. Klausimai apie motyvaciją dirbti ir dalyvauti profesinės reabilitacijos procese buvo sudarytas šio darbo autorės ir darbo vadovės, remiantis literatūros analize, išskiriant esminius motyvacijos dirbti aspektus. Antroji matavo savęs vertinimą, kurį matuoti buvo pasirinkta Rozenbergo savęs vertinimo skalė (Rosenberg Self – Esteem Scale). Trečioji skalė matavo saviveiksmingumą, kuriam matuoti buvo pasirinkta M. Sherer, J. E. Maddux, B... [toliau žr. visą tekstą] / The aim of this research was to identify relationships between disabled people motivation to work, social self-efficacy and self- assessment in vocational rehabilitation process. The study involved 206 subjects. The study included 122 women and 84 men. Participated in the study, people with disabilities average age – 41,33 years. The youngest person involved in the study was 19 years old and the oldest - 64 years of age. The respondents were people with disabilities who participated in vocational rehabilitation of persons with disabilities or attended day care centers. The survey was carried out in Vilnius, Kaunas, Klaipėda, Šiauliai and Tauragė. Participants who did not participate in the vocational rehabilitation process has been questioned only in the disabled day care centers, where there were also a vocational rehabilitation service for people with disabilities. Finding subjects was cooperating with organizations that provide vocational rehabilitation services and day care for people with disabilities. The study used questionnaire consisted of demographic questions and three methodological instruments. The first method measured motivation to work. Questions about motivation and participation in vocational rehabilitation was made by the author of this study and scientific adviser, highlighting the key aspects of motivation to work. The second method measured self-evaluation by Rosenberg Self - Esteem Scale. The third scale measured social self – efficacy by M. Sherer , JE... [to full text]