Students academic self-perception

Participation rates in higher education differ persistently between some groups in society. Using two British datasets we investigate whether this gap is rooted in students' mis-perception of their own and other's ability, thereby increasing the expected costs to studying. Among high school pupils, we find that pupils with a more positive view of their academic abilities are more likely to expect to continue to higher education even after controlling for observable measures of ability and students' characteristics. University students are also poor at estimating their own test-performance and over-estimate their predicted test score. However, females, white and working class students have less inflated view of themselves. Self-perception has limited impact on the expected probability of success and expected returns amongst these university students.Test performance, self-assessment, higher education participation, academic self-perception

Students' Academic Self Perception

Participation rates in higher education differ persistently between some groups in society. Using two British datasets we investigate whether this gap is rooted in students’ misperception of their own and other’s ability, thereby increasing the expected costs to studying. Among high school pupils, we find that pupils with a more positive view of their academic abilities are more likely to expect to continue to higher education even after controlling for observable measures of ability and students’ characteristics. University students are also poor at estimating their own test-performance and over-estimate their predicted test score. However, females, white and working class students have less inflated view of themselves. Self-perception has limited impact on the expected probability of success and expected returns amongst these university students.Test performance, self-assessment, higher education participation, academic selfperception

A psychological study of the relationship between personality assessment for selection and change in self-perception : a thesis presented in partial fulfillment of the requirements for the degree of Master of Arts in Psychology at Massey University, Manawatū, New Zealand

The use of personality assessments in employee selection is a growing global trend. However, there are numerous controversies in the literature regarding its utility and potential impacts. In addition, many of the ways in which personality assessments are being used in selection are neither aligned with research evidence, nor constrained by a code of ethics or extensive training. The selection process itself is not focused on the wellbeing on job applicants. This is one possible reason why little to no research has investigated the potential effects of personality assessment for selection on job applicants’ self-perception. A review of the literature reveals several possible mechanisms for occupational personality assessment as an antecedent to change in self-perception, including positive and negative events, induced behaviour and biased scanning, and response construction. This thesis investigates the relationship between the assessment of an individual’s personality, and change to that individual’s self-perception, across two independent sub-projects. In Sub-project A, self-perception was assessed for a group of job applicants before and after completion of a personality assessment within a selection process. In Sub-project B, self-perception was assessed for a group of students before and after completion of a personality assessment and receipt of a written results/feedback report. The findings for both sub-projects demonstrate evidence of change to self-perception and support for personality assessment for selection as an antecedent to change in self-perception. Possible explanations for these results are examined in relation to the mechanisms listed above. The limitations of the current studies are discussed and avenues for future research are recommended. Sub-projects A and B represent a unique contribution to the literature in relation to both personality assessment in organisational settings, and self-perception change

Stigma, Social Comparison and Self-Esteem in Adults with an Intellectual Disability

Background: The paper examines the perception of stigma in 43 adults with an intellectual disability, the relationship this has with their psychological well-being and whether the process of social comparison has a moderating effect on this relationship. Materials and Methods: A questionnaire-based, within-participant design was used. Participants completed three self-report measures of perception of stigma, self-esteem and social comparison. Results: Perception of stigma was found to be significantly related to negative social comparisons, which in turn was significantly related to low self-esteem. No difference was found between social comparisons made with other service users and those made with people in the community. Social comparison was not found to have a moderating effect on the relationship between stigma and self-esteem. Conclusion: This study provides support for the influence of the perception of stigma and social comparison on the self-concept of individuals with an intellectual disability

Influence of observation of true stuttering and self-disclosure on college professors' perception of students who stutter

textResearch has demonstrated that college professors rate hypothetical students who stutter more negatively than college students who do not stutter. To date, no studies have explored perceptions when observing actual students who stutter. Furthermore, self-disclosure has been proven to influence listener perception. The primary purpose of the present study is to investigate the role self-disclosure has on the perception of college professors.Communication Sciences and Disorder

Entrepreneurial Activity, Self-Perception and Gender

Drawing on Bem's psychological theory of self-perception, this paper presents and tests a model that examines the impact of gender and entrepreneurial activity on entrepreneurial self-perception. Based on a sample of alumni of a large Midwestern U.S. university, regression techniques are used to identify those activities associated with self-perceptions of entrepreneurship, as well as direct and indirect effects of gender. Results support the model of both direct and indirect effects of gender. The paper provides insights into gender issues in entrepreneurship as well as the definition of entrepreneurship in general.entrepreneurship;gender;behavior;self-perception

Relationship between Anxiety, Self-Confidence, and Evaluation of Coaching Behaviors

Two experiments examined Smoll and Smith\u27s (1989) model of leadership behaviors in sport. The coaching behaviors of a male head coach of a collegiate women\u27s basketball team (n=11 players) were examined. The data supported competitive trait anxiety as an individual-difference variable that mediates athletes\u27 perception and evaluation of coaching behaviors. There also was support for adding athletes\u27 state cognitive anxiety, state self-confidence and perception of the coach\u27s cognitive anxiety to the model as individual-difference variables. Athletes who scored high in trait anxiety (p\u3c.001) and state cognitive anxiety (p\u3c.05) and low in state self-confidence (p\u3c.05), and athletes who perceived the coach as high in state cognitive anxiety (p\u3c.001), evaluated coaching behavior more negatively. Game outcome may influence the effect of self-confidence in mediating athletes\u27 perception and evaluation of coaching behaviors. Additionally, athletes perceived several specific coaching behaviors more negatively than did the coach, and athletes drastically overestimated their coach\u27s self-reported pregame cognitive and somatic anxiety and underestimated his self-confidence. Overall, the results suggest that coaches should be more supportive and less negative with high anxious and low self-confident athletes

Dignāga and Dharmakīrti on Perception and Self-Awareness

Like many of their counterparts in the West, Buddhist philosophers realized a long time ago that our linguistic and conceptual practices are rooted in pre-predicative modes of apprehension that provide implicit access to whatever is immediately present to awareness. This paper examines Dignāga’s and Dharmakīrti’s contributions to what has come to be known as “Buddhist epistemology” (sometimes referred in the specialist literature by the Sanskrit neologism pramāṇavāda, lit. “doctrine of epistemic warrants”), focusing on the phenomenological and epistemic role of perception and self-awareness. The central argument is that reliance on accurate observations and on an understanding of the contextual and dispositional factors that constrain, condition, and direct our perceptual and intentional states gives this tradition of epistemic inquiry a pragmatic focus unique in premodern Indian philosophy