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Reviews evidence on accuracy and finds prima facie support yet suggests accuracy may be underestimated, with individual rather than group comparisons likely more useful. Emphasizes the educational value of formative self-evaluation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/australian-journal-of-adult-learning-self-evaluations-in-adult-education-and-training-volume-45-number-3/593427/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/australian-journal-of-adult-learning-self-evaluations-in-adult-education-and-training-volume-45-number-3/593427.png","ImageObject",300,407,{"name":92,"@type":93},"Elsa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What two aspects does the paper focus on regarding self-evaluation in adult education and training?","Question",{"text":112,"@type":113},"It examines self-evaluation through a social-cognitive framework that categorizes factors enhancing self-efficacy and self-evaluation, and it evaluates the accuracy of self-evaluations.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the social-cognitive framework categorize factors that enhance self-evaluation?",{"text":117,"@type":113},"It groups them into social messages (e.g., comparisons, feedback, stereotypes), personal factors (e.g., rater ability and standards/goals), and situational factors (e.g., the content area being evaluated).",{"name":119,"@type":110,"acceptedAnswer":120},"What conclusions does the paper draw about the accuracy of self-evaluations?",{"text":121,"@type":113},"It reports prima facie support from previous meta-analyses but argues that accuracy is likely underestimated and that focusing on individual rather than group comparisons may be more useful for adult education.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593427,1792493576,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},137455077381,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Australian Journal of Adult Learning Self-evaluations in adult education and training 291  \nVolume 45, Number 3, November 2005  \nSelf-evaluations in adult education and training  \nJames A Athanasou  \nFaculty of Education University of Technology, Sydney  \nThis paper focuses on two key aspects of self-evaluation in adult education and training through the perspective of (a) a socialcognitive framework which is used to categorise those factors that enhance self-efficacy and self-evaluation, and (b) the accuracy of self-evaluation. The social-cognitive framework categorises the factors that enhance self-evaluation, namely, social messages (e.g. comparison with others, feedback from others, social and cultural stereotypes), personal factors (e.g. the ability level of the rater, the standards and goals of the rater) and situational factors (e.g. the content area being evaluated). The paper reviews the accuracy of self-evaluations and concludes (a) that there is prima facie support from previous meta-analyses for their accuracy,(b) that the accuracy of self-evaluations is likely to be underestimated, and (c) that a focus on individual rather than group comparisons may be more useful for adult education. The educational value of formative self-evaluation for adult education and training contexts is supported.  \nIntroduction  \nAn adult learner who monitors his/her performance or estimates what might be their future achievement engages in a form of selfevaluation. Adult self-evaluation can occur in an evening college class, technical education, higher education, in a workplace situation or whenever someone is engaged in informal learning tasks. People may self-assess in order to determine their past or future response to situations such as their likelihood of success or the value of their investment of time and effort or the extent of their learning. The purpose of this paper is to consider two aspects of the nature and value of self-evaluations in adult education and training. The first of these contexts relates to a theoretical framework for studying self-evaluations and the second deals with the accuracy of such selfevaluations.  \nAt the outset it may be helpful to clarify some aspects of terminology since a number of terms seemingly refer to the same phenomenon, namely,‘self-evaluation’,‘self-assessment’,‘self-rating’ or ‘selfestimate’. A self-evaluation is the judgement of the merit or worth of a self-estimate that has been produced. Typically, self-evaluation follows a self-estimate or a process of self-assessment and it can be a formal public process or an informal private perception. Both selfevaluation and the psychological concept of self-efficacy focus on capability, and the following section outlines a theoretical framework of self-evaluation from a social-cognitive perspective.  \nSocial-cognitive theory and self-evaluation  \nSelf-efficacy indicates a person’s probability of engaging in a task depending on how capable they believe they are in carrying out the task successfully. This concept emanates from the work of Bandura (1986) who noted that people have a sound idea of their talents. Factors that influence self-efficacy include: previous successes, reassurances from others, and the observations of the success of  \n292 James Athanasou Self-evaluations in adult education and training 293  \nothers (Ormrod 2005, pp. 144–145) . Elements of self-regulation that are also linked with self-efficacy are: the performance standards that people set, the observations of our own behaviour, and selfreinforcement. If one were to depict this schematically it would be arecursive model with some of the components outlined in Figure 1. This framework may offer a helpful basis for studying self-evaluation and the following paragraphs provide an analysis of the components of the social-cognitive process that are linked to self-evaluation and self-efficacy under three broad headings: social messages, personal factors and situational factors.  ","cbCaigqinOqXvyBT","https://ap.wps.com/l/cbCaigqinOqXvyBT","pdf",581062,"English","# Introduction\n# Social-cognitive theory and self-evaluation\n## Social messages","[{\"question\":\"What two aspects does the paper focus on regarding self-evaluation in adult education and training?\",\"answer\":\"It examines self-evaluation through a social-cognitive framework that categorizes factors enhancing self-efficacy and self-evaluation, and it evaluates the accuracy of self-evaluations.\"},{\"question\":\"How does the social-cognitive framework categorize factors that enhance self-evaluation?\",\"answer\":\"It groups them into social messages (e.g., comparisons, feedback, stereotypes), personal factors (e.g., rater ability and standards/goals), and situational factors (e.g., the content area being evaluated).\"},{\"question\":\"What conclusions does the paper draw about the accuracy of self-evaluations?\",\"answer\":\"It reports prima facie support from previous meta-analyses but argues that accuracy is likely underestimated and that focusing on individual rather than group comparisons may be more useful for adult education.\"}]","Australian Journal of Adult Learning - Self-evaluations in Adult Education and Training - Volume 45 - Number 3 | PDF",1792077240,18]