Elsner, Stefanie ORCID: 0000-0001-7346-8008
(2025).
Accuracy of Self-Evaluation in Biology Education: Investigating Potential Effects of Skill Practice, Prompting, and Physical Exercise.
PhD thesis, Universität zu Köln.
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Abstract
Enabling students to become life-long learners is an overarching educational goal. Self evaluations are an integral part of self-regulated learning, a key concept used to support life-long learning. The accuracy of self-evaluation plays a major role in learning processes, as it can influence subsequent learning behaviour. Yet, inaccurate self-evaluations are frequently observed across disciplines and contexts, including biology education. Deliberate, theory and evidence-based approaches are needed to enhance the accuracy of self-evaluation. This dissertation comprises two published studies and one unpublished manuscript that examine three interdisciplinary approaches potentially affecting the accuracy of self evaluation. Study I examined the potential effects of skill practice on the accuracy of self evaluation. In this controlled, quasi-experimental intervention study, 167 eighth-grade students took part in a concept map construction, concept map study, or control training. They evaluated their concept mapping skills in a subsequent cross-over learning phase. The accuracy of self evaluation was measured using correlations. The study findings revealed a slightly increased alignment of self-evaluation and “objective” concept mapping skills after concept map construction training compared to concept map study training. Study II examined the potential effects of prompting on the accuracy of self evaluation. In this controlled and randomised online study, 162 pre-service teachers were prompted to use resource-oriented and deficit-oriented comprehension questions while reading a biology text. They evaluated their text comprehension before taking a short comprehension test. The accuracy of self evaluation was determined by calculating the difference between subjective self-evaluation and “objective” performance. The results showed no evidence for an effect of prompting with resource-oriented or deficit-oriented self questions. Study III examined the potential acute effects of physical exercise on the accuracy of self evaluation. In this controlled, within subjects laboratory study, 24 children with Attention Deficit Hyperactivity Disorder (ADHD) took part in strength-based, flexibility-based, and control training. They evaluated their task accuracy and reaction time in a subsequent Eriksen Flanker Task, which measured attentional performance. The accuracy of self evaluation of task accuracy was measured by calculating the difference between subjective self-evaluation and “objective” task accuracy. The accuracy of self-evaluation of reaction time was determined using a categorisation of correct and incorrect self-evaluations. The findings of Study III showed no evidence for altered attentional performance or positive effect on the accuracy of self evaluation. The results of the studies included in this dissertation support previous findings indicating an increase in the accuracy of self-evaluation after practicing the skill to be evaluated. To contextualise the results, the methodological approaches are critically discussed, and the role of non-significant research findings is addressed. This dissertation provides interdisciplinary insights into the complexity of self-evaluation and self-regulated learning by applying approaches from cognitive and educational psychology to biology education.
Item Type: | Thesis (PhD thesis) | ||||||||
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URN: | urn:nbn:de:hbz:38-785362 | ||||||||
Date: | 3 July 2025 | ||||||||
Language: | English | ||||||||
Faculty: | Faculty of Mathematics and Natural Sciences | ||||||||
Divisions: | Faculty of Mathematics and Natural Sciences > Department of Mathematics and Science Education > Institute of Biology Education | ||||||||
Subjects: | Psychology Education Natural sciences and mathematics Athletic and outdoor sports and games |
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Date of oral exam: | 4 June 2025 | ||||||||
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Refereed: | Yes | ||||||||
URI: | http://kups.ub.uni-koeln.de/id/eprint/78536 |
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