engleski

Self-assessment of thinking and learning abilities in the context of intelligence, self- esteem, and fear of testing

This research examines the relationship between the self-assessment of one’s own thinking and learning abilities with an objective measure of intellectual abilities, self-esteem, and fear of testing. We applied the KI-4 test of intellectual abilities, the Coopersmith Self-esteem Scale, a graphical scale of assessments of oral and written examination fears, and a self-assessment item of thinking and learning abilities on a sample of 507 fifth-grade elementary-school students. Analysis of the results shows that students who assessed their abilities as being higher in comparison to others also have higher intellectual abilities, higher self-esteem, and a less pronounced fear of testing than those students who assessed their abilities as being lower. Gender differences indicate that girls have a more pronounced fear of oral examinations than boys, and there are also gender differences in correlates of self-assessments of their abilities. The results point to the importance of students’ convictions about their abilities in the context of school success.

self-assessment, intellectual abilities, self-esteem, fear of testing

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