The Validity of Trainees’ Self-Assessments of Learning
A meta-analysis of self-assessment of learning with cognitive learning outcomes, trainee characteristics, motivational processes, and affective outcomes (k = 200) was conducted. Results suggest self-assessment of learning is moderately related to declarative (ρ = .37) and procedural (ρ = .37) knowledge. In addition, the constructs have similar, but not identical, nomological networks. The strongest predictors of all three outcomes tended to be cognitive ability (βs ranged from .36 to .68) and self-efficacy (βs ranged from .20 to .43). However, trainees’ mastery goal orientation and training motivation had a stronger effect on self-assessment of learning (β = .27 and .61, respectively) than on declarative (β = .08 and -.10, respectively) or procedural (β = .06 and -.24, respectively) knowledge. Moderator analyses revealed correlations between self-assessment and cognitive learning tended to be stronger in classroom than Web-based instruction, when courses included feedback, and when similar measures were used to assess both constructs. The current research clarifies the construct validity of self-assessment of learning and highlights the role of self-assessment in understanding learning processes.
Paper currently under review at Journal of Applied Psychology.
Presentation:
Ely, K., & Sitzmann, T. (2007, April). Self-reported learning: What are we really measuring? In T. Sitzmann & K. Ely (Chairs) and R. Noe & A. Towler (Discussants), "Measuring and Molding the Minds of Learners: A Training Research Perspective" at the Twenty-Second Annual Meeting of the Society for Industrial and Organizational Psychology, New York, NY.
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