Moderating Factors in University Students’ Self-Evaluation for Sustainability
Metadatos
Mostrar el registro completo del ítemEditorial
MDPI
Materia
Self-evaluation Learner engagement Student attitudes Learning strategies Self-regulation
Fecha
2021Referencia bibliográfica
León, S.P.; Augusto-Landa, J.M.; García-Martínez, I. Moderating Factors in University Students’ Self-Evaluation for Sustainability. Sustainability 2021, 13, 4199. https:// doi.org/10.3390/su13084199
Resumen
Background: Self-evaluation is a multidimensional construct that has raised increasing
interest within educational research at different educational stages. Different studies have pointed out
the important role that Student Self-Assessment plays in improving student learning and ensuring
the sustainability in instructional and evaluation processes. Method: The aim of this study with
630 university students is to analyze how engagement profiles and study strategies (measured by
questionnaire) can predict the accuracy of students’ self-assessment of their achievements. For
this purpose, the UWE-9 questionnaire was used to evaluate engagement, the Study Techniques
Questionnaire scale to measure study strategies and a content-based test to evaluate performance,
along with a self-assessment test in which the student had to estimate the level of achievement
obtained in the content-based test, once the test had been completed. Results: The results show that
both the academic engagement and the study strategies undertaken by students can be important
factors that may influence different aspects of learning in the educational context. Students with
higher performance and more engagement tend to show greater skills with student self-assessment
(SSA) and students with better study habits tend to have better scores, greater confidence in the
SSAs delivered and better skills for self-assessment. Conclusions: Findings suggests that providing
opportunities for students to have a greater involvement in the construction of their learning and in
its evaluation raises positive attitudes, which results in increased performance in order to achieve
greater sustainability in the learning process assessment.