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Search results for '*Self Evaluation' (try it on Scholar)

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  1. Joel S. Warm, Frederick H. Kanfer, Shigeyuki Kuwada & Jeffrey L. Clark (1972). Motivation in Vigilance: Effects of Self-Evaluation and Experimenter-Controlled Feedback. Journal of Experimental Psychology 92 (1):123.score: 150.0
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  2. Taru Flagan & Jennifer S. Beer (2013). Three Ways in Which Midline Regions Contribute to Self-Evaluation. Frontiers in Human Neuroscience 7.score: 126.0
    An integration of existing research and newly-conducted psychophysiological interaction (PPI) connectivity analyses suggest a new framework for understanding the contribution of midline regions to social cognition. Recent meta-analyses suggest that there are no midline regions that are exclusively associated with self-processing. Whereas medial prefrontal cortex (MPFC) is broadly modulated by self-processing, subdivisions within MPFC are differentially modulated by the evaluation of close others (ventral MPFC: BA 10/32) and the evaluation of other social targets (dorsal MPFC: BA 9/32). The (...)
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  3. Jennifer S. Beer Taru Flagan (2013). Three Ways in Which Midline Regions Contribute to Self-Evaluation. Frontiers in Human Neuroscience 7.score: 126.0
    An integration of existing research and newly-conducted psychophysiological interaction (PPI) connectivity analyses suggest a new framework for understanding the contribution of midline regions to social cognition. Recent meta-analyses suggest that there are no midline regions that are exclusively associated with self-processing. Whereas medial prefrontal cortex (MPFC) is broadly modulated by self-processing, subdivisions within MPFC are differentially modulated by the evaluation of close others (ventral MPFC: BA 10/32) and the evaluation of other social targets (dorsal MPFC: BA 9/32). The (...)
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  4. Kim Schildkamp & Adrie Visscher (2010). The Utilisation of a School Self‐Evaluation Instrument. Educational Studies 36 (4):371-389.score: 120.0
    School quality care has become important in many Western countries. Expectations are high, but little is known about the nature and extent of the use of self?evaluation instruments within schools. From this longitudinal study into the use of a Dutch school self?evaluation instrument, it became clear that schools vary in the extent to which they are able to make use of self?evaluation results. A minority of schools in this study were able to use the self?evaluation results (...)
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  5. Anita Konzelmann Ziv (2011). Self‐Evaluation – Philosophical Perspectives. In Anita Konzelmann Ziv, Keith Lehrer & Hans Bernhard Schmid (eds.), Self‐Evaluation – Affective and Social Grounds of Intentionality. Springer.score: 120.0
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  6. Lilian O'Brien (2011). &Quot;self-Evaluation in Intention: Individual and Shared&Quot;. In Anita Konzelmann Ziv, Hans-Bernhard Schmid & Keith Lehrer (eds.), Self-Evaluation: Affective and Social Grounds of Intentionality. Springer Verlag.score: 120.0
  7. Kathleen S. Samu, Amanda Wheeler, Lanuola Asiasiga, Synthia M. Dash, Gail Robinson, Lucy Dunbar & Tamasailau Suaalii‐Sauni (2011). Towards Quality Pacific Services: The Development of a Service Self‐Evaluation Tool for Pacific Addiction Services in New Zealand. Journal of Evaluation in Clinical Practice 17 (6):1036-1044.score: 108.0
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  8. Francisco Rodríguez-Santos Jesús S. Mora, Teresa Salas, María L. Fajardo, Lourdes Iváñez (2012). Self Perceived Emotional Functioning of Spanish Patients with Amyotrophic Lateral Sclerosis: A Longitudinal Study. Frontiers in Psychology 3.score: 102.0
    Background: ALS is a neurodegenerative disease of the entire motor system that most frequently ends with respiratory arrest in few years. Its diagnosis and the rapid progression of the motor dysfunctions produce a continued emotional impact. Studies on this impact are helpful to plan adequate psychotherapeutic strategies. Objective: To assess and analyze: 1st: How the patients with ALS perceive their emotional health. 2nd: The emotional impact of their physical disabilities. 3rd: The physical disabilities with highest emotional impact. 4th: The feelings (...)
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  9. Abraham Tesser (2003). Self-Evaluation. In Mark R. Leary & June Price Tangney (eds.), Handbook of Self and Identity. Guilford Press. 275--290.score: 96.0
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  10. Mark E. Jonas (2009). A (R)Evaluation of Nietzsche's Anti-Democratic Pedagogy: The Overman, Perspectivism, and Self-Overcoming. Studies in Philosophy and Education 28 (2):153-169.score: 90.0
    In this paper, I argue that Friedrich Nietzsche’s concept of self-overcoming has been largely misinterpreted in the philosophy of education journals. The misinterpretation partially stems from a misconstruction of Nietzsche’s perspectivism, and leads to a conception of self-overcoming that is inconsistent with Nietzsche’s educational ideals. To show this, I examine some of the prominent features of the so-called “debate” of the 1980s surrounding Nietzsche’s conception of self-overcoming. I then offer an alternative conception that is more consistent with Nietzsche’s thought, and (...)
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  11. Glenn C. Graber (1985). Ethical Analysis of Clinical Medicine: A Guide to Self-Evaluation. Urban & Schwarzenberg.score: 90.0
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  12. Jonathon D. Brown, Keith A. Dutton & Kathleen E. Cook (2001). From the Top Down: Self-Esteem and Self-Evaluation. Cognition and Emotion 15 (5):615-631.score: 90.0
  13. Devin G. Ray, Josephine Neugebauer, Kai Sassenberg, Jürgen Buder & Friedrich W. Hesse (2013). Motivated Shortcomings in Explanation: The Role of Comparative Self-Evaluation and Awareness of Explanation Recipient's Knowledge. Journal of Experimental Psychology: General 142 (2):445.score: 90.0
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  14. Eylem Bağ & Mukadder Mollaoğlu (2010). The Evaluation of Self‐Care and Self‐Efficacy in Patients Undergoing Hemodialysis. Journal of Evaluation in Clinical Practice 16 (3):605-610.score: 90.0
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  15. Charles Lusthaus, Gary Anderson & Marie-Hélène Adrien (1997). Organizational Self-Evaluation: An Emerging Frontier for Organizational Improvement. Knowledge and Policy 10 (1-2):83-96.score: 90.0
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  16. Mingyi Qian, Aimin Wang & Zhonggeng Chen (2002). A Comparison of Classmate and Self-Evaluation of Dysphoric and Nondysphoric Chinese Students. Cognition and Emotion 16 (4):565-576.score: 90.0
  17. Mu Yan (2012). Neural Oscillations Related to Self-Evaluation in Social Comparison Context: An EEG Study. Frontiers in Human Neuroscience 6.score: 90.0
  18. Adriana Chiriacescu (forthcoming). Student Involvement in Teacher Evaluation/Self–Evaluation. Dialogos.score: 90.0
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  19. Eva Gilboa, John E. Roberts & Ian H. Gotlib (1997). The Effects of Induced and Naturally Occurring Dysphoric Mood on Biases in Self-Evaluation and Memory. Cognition and Emotion 11 (1):65-82.score: 90.0
  20. Charles Lavaroni (1994). Self-Evaluation. Inquiry 14 (2):52-57.score: 90.0
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  21. C. Eykman (1984). What Can the Poem Do Today? The Self-Evaluation of Western Poets After 1945 in The Existential Coordinates of the Human Condition: Poetic, Epic, Tragic. The Literary Genre. Analecta Husserliana 18:141-156.score: 90.0
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  22. Anita Konzelmann & Hans Bernhard Schmid (eds.) (2011). Self-Evaluation. Affective and Social Grounds of Intentionality. Springer.score: 90.0
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  23. Anita Konzelman-Ziv, Keith Lehrer & Hans-Bernhard Schmid (eds.) (forthcoming). Self Evaluation: Affective and Social Grounds of Intentionality. Springer.score: 90.0
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  24. Robert A. Reeves & Abraham Tesser (1985). Self-Evaluation Maintenance in Sports Team Rivalries. Bulletin of the Psychonomic Society 23 (4):329-331.score: 90.0
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  25. Neil Alan Soggie (2009). Fear of Looking at the Self. A Phenomenological Analysis of Self Evaluation Anxiety in Education. Encyclopaideia 26:73-84.score: 90.0
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  26. Wilco W. van Dijk, Jaap W. Ouwerkerk, Yoka M. Wesseling & Guido M. van Koningsbruggen (2011). Towards Understanding Pleasure at the Misfortunes of Others: The Impact of Self-Evaluation Threat on Schadenfreude. Cognition and Emotion 25 (2):360-368.score: 90.0
  27. Anita Konzelmann Ziv, Keith Lehrer & Hans Bernhard Schmid (eds.) (2011). Self-Evaluation – Affective and Social Grounds of Intentionality. Springer.score: 90.0
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  28. Alain Morin (2006). Levels of Consciousness and Self-Awareness: A Comparison and Integration of Various Neurocognitive Views. Consciousness and Cognition 15 (2):358-371.score: 84.0
    Quite a few recent models are rapidly introducing new concepts describing different levels of consciousness. This situation is getting confusing because some theorists formulate their models without making reference to existing views, redundantly adding complexity to an already difficult problem. In this paper, I present and compare nine neurocognitive models to highlight points of convergence and divergence. Two aspects of consciousness seem especially important: perception of self in time and complexity of self-representations. To this I add frequency of self-focus, amount (...)
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  29. Robyn J. Cohen & John E. Calamari (2004). Thought-Focused Attention and Obsessive-Compulsive Symptoms: An Evaluation of Cognitive Self-Consciousness in a Nonclinical Sample. Cognitive Therapy and Research 28 (4):457-471.score: 84.0
     
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  30. Clive Fletcher & Caroline Bailey (2003). Assessing Self-Awareness: Some Issues and Methods. Journal of Managerial Psychology 18 (5):395-404.score: 78.0
  31. Yasuki Hashimoto & Kuniyoshi L. Sakai (2003). Brain Activations During Conscious Self-Monitoring of Speech Production with Delayed Auditory Feedback: An fMRI Study. Human Brain Mapping 20 (1):22-28.score: 78.0
  32. Sylvia Burrow (2010). Review: The Self and Its Emotions, Kristján Kristjánsson. [REVIEW] Metapsychology Online Review 14 (20).score: 78.0
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  33. Paul J. Silvia (2002). Self-Awareness and Emotional Intensity. Cognition and Emotion 16 (2):195-216.score: 78.0
  34. John M. DePoe (2007). In Defense of Classical Foundationalism: A Critical Evaluation of Plantinga's Argument That Classical Foundationalism is Self-Refuting. South African Journal of Philosophy 26 (3):245-251.score: 78.0
    In numerous works, Alvin Plantinga argues that classical foundationalism is a failed theory of knowledge because of its self-referential incoherence. Plantinga's argument, however, fails to demonstrate that classical foundationalism is self-refuting. To bring this to light, I will review the form of Plantinga's argument in comparison with other examples of self-refutation. Upon closer inspection, it will be clear that classical foundationalism is not self-refuting, as Plantinga claims. Furthermore, I will expose another flaw in Plantinga's argument against classical foundationalism, which shows (...)
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  35. Michael Lewis & Margaret Wolan Sullivan (2005). The Development of Self-Conscious Emotions. In Andrew J. Elliot & Carol S. Dweck (eds.), Handbook of Competence and Motivation. 185-201.score: 78.0
  36. Richard Walker (1999). Capitalism's Recurrent Self-Criticism: An Evaluation of Bob Brenner's Global Economics. Historical Materialism 5 (1):179-210.score: 72.0
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  37. Anthony Rudd (forthcoming). “Strong” Narrativity—a Response to Hutto. Phenomenology and the Cognitive Sciences:1-7.score: 72.0
    This paper responds to Dan Hutto’s paper, ‘Narrative Self-Shaping: a Modest Proposal’. Hutto there attacks the “strong” narrativism defended in my recent book, ‘Self, Value and Narrative’ and in recent work by Marya Schechtman. I rebut Hutto’s argument that non-narrative forms of evaluative self-shaping can plausibly be conceived, and defend the notion of implicit narrative against his criticisms. I conclude by briefly indicating some difficulties that arise for the “modest” form of narrativism that Hutto defends.
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  38. James E. Rohrer, David C. Herman, Stephen P. Merry, James M. Naessens & Margaret S. Houston (2009). Validity of Overall Self‐Rated Health as an Outcome Measure in Small Samples: A Pilot Study Involving a Case Series. Journal of Evaluation in Clinical Practice 15 (2):366-369.score: 72.0
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  39. Naoyuki Shiono (2008). Evaluation and Self-Control. Kagaku Tetsugaku 41 (2):1-16.score: 72.0
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  40. Jan Vanhoof, Sven De Maeyer & Peter Van Petegem (2010). Variation in the Conduct and the Quality of Self‐Evaluations: A Multi‐Level Path Analysis. Educational Studies 37 (3):277-287.score: 72.0
    While self?evaluation leads to valuable results in some schools, it appears that in other schools this is true only to a lesser extent or not at all. This raises the question of how differences in the results of self?evaluations can be explained. This study looks at to what extent the results of self?evaluation are determined by the way in which self?evaluation is conducted, by characteristics relating to the general functioning of the school and by the support which (...)
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  41. Marinus Gcj Beerthuizen, Daniel Brugman & Karen S. Basinger (2013). Oppositional Defiance, Moral Reasoning and Moral Value Evaluation as Predictors of Self-Reported Juvenile Delinquency. Journal of Moral Education 42 (4):1-15.score: 72.0
  42. Nancy Grudens-Schuck, Will Allen, Tasha M. Hargrove & Margaret Kilvington (2003). Renovating Dependency and Self-Reliance for Participatory Sustainable Development. Agriculture and Human Values 20 (1):53-64.score: 72.0
    Dependency stands for manygrievances and is generally considered asymptom of oppression. An opposing concept,offered as the preferred state, isself-reliance. Dependency and self-reliance arekey concepts in sustainable developmentprograms that feature participatory approaches.Some of the ways in which development projectsemploy the concepts of dependency andself-reliance, however, are troubling.Dependency and self-reliance in two programsfor participatory sustainable development areexamined, one in Canada and the other in NewZealand. Frameworks for dependency and self-reliance aredrawn from social psychology and philosophy toexamine problematic aspects associated with theconcepts. Analysis (...)
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  43. Enza Gucciardi, Margaret DeMelo, Ana Offenheim, Sherry L. Grace & Donna E. Stewart (2007). Patient Factors Associated with Attrition From a Self‐Management Education Programme. Journal of Evaluation in Clinical Practice 13 (6):913-919.score: 72.0
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  44. Ghozlane Fleury‐Bahi & Aurore Marcouyeux (2010). Place Evaluation and Self‐Esteem at School: The Mediated Effect of Place Identification. Educational Studies 36 (1):85-93.score: 72.0
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  45. Kristien Aarts, Jan De Houwer & Gilles Pourtois (2012). Evidence for the Automatic Evaluation of Self-Generated Actions. Cognition 124 (2):117-127.score: 72.0
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  46. Stephen J. Dollinger, Leilani Greening & Karen Lloyd (1987). The “Mirror” and the “Mask”: Self-Focused Attention, Evaluation Anxiety, and the Recognition of Psychological Implications. Bulletin of the Psychonomic Society 25 (3):167-170.score: 72.0
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  47. VenumbakaSiva Kalyan, TMadhavi Padma, Kvnr Pratap, PCol Srinivas, K. Sudhakar & G. V. S. Sudhakar (2013). Evaluation of Self-Medication Practices Among Undergraduate Dental Students of Tertiary Care Teaching Dental Hospital in South India. Journal of Education and Ethics in Dentistry 3 (1):21.score: 72.0
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  48. Jodi Nickel (2013). Self-Assessment of Professional Growth Through Reflective Portfolios. Phronesis 2 (1):67-79.score: 66.0
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  49. Gavin Brent Sullivan (2007). Wittgenstein and the Grammar of Pride: The Relevance of Philosophy to Studies of Self-Evaluative Emotions. New Ideas in Psychology 25 (3):233-252.score: 64.0
    In this paper, Wittgenstein's philosophical approach and remarks are used to highlight features of pride that are not represented in contemporary psychological theories. Wittgenstein's scattered philosophical and autobiographical remarks on pride are arranged in order to engage with aspects of pride (e.g., as a self-conscious emotion) that can appear to have only empirical answers. Important themes to emerge in the resulting surview include the temptation to talk of pride as having or being a structure, the role of personal context in (...)
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  50. Bill Brewer (1995). Bodily Awareness and the Self. In Jose Luis Bermudez, Anthony J. Marcel & Naomi M. Eilan (eds.), The Body and the Self. Cambridge, Mass: Mit Press. 291-€“303.score: 60.0
    In The Varieties of Reference (1982), Gareth Evans claims that considerations having to do with certain basic ways we have of gaining knowledge of our own physical states and properties provide "the most powerful antidote to a Cartesian conception of the self" (220). In this chapter, I start with a discussion and evaluation of Evans' own argument, which is, I think, in the end unconvincing. Then I raise the possibility of a more direct application of similar considerations in defence (...)
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