| In this study the relationship between self-efficacy, self-evaluation, causal attribution and emotions of 300 female students at the United Arab Emirates University is explored. The congruence between teacher evaluation of students and students' evaluation of their own performance in the past, present, and the future is investigated. Students completed the Motivated Strategies for Learning Questionnaire (MSLQ) and the Self-Efficacy and Attribution of Academic Self-Evaluation Questionnaire (SEAASE-Q).; Results of the study indicated significant correlations between the variables. Analysis of variance revealed no differences between teacher evaluation of students and students' evaluation of their own academic performance in the past. However, significant differences were found between teacher evaluation of students and students' evaluation of academic performance in the present and the future. Also, significant differences were found between low, moderate, and high self-efficacious students in self-evaluation ability and their evaluation of assignments and predicted final grade for the course. Seventeen strategies of academic self-evaluation were reported in the interview. The consistency of students' feeling about their academic self-evaluation is discussed. Implications for self-efficacy, self-evaluation, causal attribution and emotion are discussed. |
