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dc.contributor.supervisor Johnson, Edward (Psychology) en_US
dc.contributor.author Wang, Yunqiao
dc.date.accessioned 2014-01-15T16:23:00Z
dc.date.available 2014-01-15T16:23:00Z
dc.date.issued 2014-01-15
dc.identifier.uri http://hdl.handle.net/1993/23236
dc.description.abstract Self-assessment is an important tool for evaluating behaviour and for gaining self-knowledge. However, self-assessment is prone to biases that contaminate the accuracy of the evaluation. The aim of this study was to evaluate whether the presence of a standard – an objective description of a standard of competent practice – within self-assessment measures would reduce such biases and enhance the validity of self-assessment. Psychology graduate students were randomly assigned to complete self-assessments of research and clinical supervision competency that either included, or did not include, a standard. The presence of a standard had no effect on self-assessment means, but amount of training was associated with perceived competence within the same domain among those who completed the survey with the standard. The findings suggest that the inclusion of a standard has a complex effect on self-assessment scores that does not simply reduce self-enhancement effects but nonetheless improves the construct validity of the measure. en_US
dc.subject self-assessment en_US
dc.subject standard en_US
dc.subject training en_US
dc.subject competencies en_US
dc.subject clinical supervision en_US
dc.subject research en_US
dc.title The role of explicit standards in self-assessment among clinical psychology students en_US
dc.degree.discipline Psychology en_US
dc.contributor.examiningcommittee Martin, David (Psychology) Stewart, Donald (Student Support) en_US
dc.degree.level Master of Arts (M.A.) en_US
dc.description.note February 2014 en_US


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