Do counselees remember test scores?

Froehlich, Clifford P.; Moser, W. E.

doi:10.1037/h0061944

Cited by 34 publications

(10 citation statements)

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“…Therefore, regardless of which measure is administered first, the correlation may not be affected substantially. Second, a close inspection of the primary studies (e.g., Edele et al, 2015) revealed that the learners in these studies were not provided with feedback to the externally administered tests until the SA was completed, leaving students little space to improve the outcome of SA as they were not given sufficient useful information to direct themselves to draw experience and to reflect upon their strengths and weaknesses from the preceding test performance (Froehlich & Moser, 1954).…”

Section: Regression Of Test Reliability On Fisher's Zmentioning

confidence: 99%

A meta-analysis of self-assessment and language performance in language testing and assessment

Zhang

2020

Language Testing

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This meta-analysis explores the correlation between self-assessment (SA) and language performance. Sixty-seven studies with 97 independent samples involving more than 68,500 participants were included in our analysis. It was found that the overall correlation between SA and language performance was .466 ( p < .01). Moderator analysis was performed to evaluate the moderating effects of a number of variables that are believed to play important roles in SA. Six moderators were found to have significant moderating effects, including SA criteria type, presence and form of SA criteria, SA instruments, training, total number of items in the SA instrument, and reliability of SA instruments. However, no significant moderating effect was identified for external measures, language skills, order of assessment, reliability of external measures, and number of Likert-scale levels. These findings offer a number of implications for improving the SA–performance correlation.

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Section: Regression Of Test Reliability On Fisher's Zmentioning

confidence: 99%

A meta-analysis of self-assessment and language performance in language testing and assessment

Zhang

2020

Language Testing

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show abstract

“…Effects of feedback potentially have large implications (e.g., Berdie, 1954;Froehlich & Moser, 1954). Therefore, using the information on how one has performed on a test, or how precise one's self-estimation has been in the past, should influence the validity of self-estimates, as would also be predicted by self-consistency theory (Lecky, 1945).…”

Section: Critical Aspects Of the Present Meta-analysismentioning

confidence: 99%

How smart do you think you are? A meta-analysis on the validity of self-estimates of cognitive ability.

Freund¹,

Kasten²

2012

Psychological Bulletin

234

163

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Individuals' perceptions of their own level of cognitive ability are expressed through self-estimates. They play an important role in a person's self-concept because they facilitate an understanding of how one's own abilities relate to those of others. People evaluate their own and other persons' abilities all the time, but self-estimates are also used in formal settings, such as, for instance, career counseling. We examine the relationship between self-estimated and psychometrically measured cognitive ability by conducting a random-effects, multilevel meta-analysis including a total of 154 effect sizes reported in 41 published studies. Moderator variables are specified in a mixed-effects model both at the level of the individual effect size and at the study level. The overall relationship is estimated at r ϭ .33. There is significant heterogeneity at both levels (i.e., the true effect sizes vary within and between studies), and the results of the moderator analysis show that the validity of self-estimates is especially enhanced when relative scales with clearly specified comparison groups are used and when numerical ability is assessed rather than general cognitive ability. The assessment of less frequently considered dimensions of cognitive ability (e.g., reasoning speed) significantly decreases the magnitude of the relationship. From a theoretical perspective, Festinger's (1954) theory of social comparison and Lecky's (1945) theory of selfconsistency receive empirical support. For practitioners, the assessment of self-estimates appears to provide diagnostic information about a person's self-concept that goes beyond a simple "test-and-tell" approach. This information is potentially relevant for career counselors, personnel recruiters, and teachers.

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“…Other studies have dealt more directly with counselees' reports of the counseling interviews. Thus, Froehlich and Moser (3) concluded that a large proportion of students could not report accurately their percentile rank on several DAT tests. As for reported changes in behavior during counseling, Robertson (5) found that counselors tended to agree with their clients when the latter reported no changes, but the counselors did not tend to agree with thenclients when the latter reported changes.…”

mentioning

confidence: 99%

A comparison of counselor and student reports of counseling interviews.

Robertson¹

1958

Journal of Counseling Psychology

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Do counselees remember test scores?

Cited by 34 publications

References 0 publications

A meta-analysis of self-assessment and language performance in language testing and assessment

A meta-analysis of self-assessment and language performance in language testing and assessment

How smart do you think you are? A meta-analysis on the validity of self-estimates of cognitive ability.

A comparison of counselor and student reports of counseling interviews.

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