1st to 4th grade primary school pupils' coherence of self- assessment and educational achievements

Object of research: primary school pupils’ self-assessment and educational achievements. Aim of research: examine links between primary school pupils’ educational achievements and self-assessment interfaces. Hypothesis: primary school pupils’ self-assessment in the context of educational achievements is not significantly different between the two sexes. The goals of research: 1. Set primary school pupils’ approach to personality traits, general and moral values in the context of self-assessment; 2. Examine 1st-4th grade pupils’ educational achievements in the context of self-assessment in the whole sample and by gender; 3. Evaluate interfaces between 3rd-4th grade pupils general self-concept, positive self-concept, negative self-perception and the overall self-assessment; 4. Discuss 1st-2nd grade pupils self-assessment in the context of general abilities and skills, social competencies, attitudes and mastered knowledge; 5. Examine the respondents’ opinions on which lessons better reveal their educational achievements. Subjects of research: 210 primary school pupils’ (117 3rd-4th grade pupils, 93 1st-2nd grade pupils; 108 girls and 102 boys) in two Kaunas city schools. Methods of research: survey, using D. Bogdanov and J. Kiseliov methodology, M. Rozenberg methodology, Web and Stars graphical forms, and mathematical statistics. Conclusions: 1. The highest score obtained such personal characteristics: hilarity, courage, vitality/exuberance, initiative, persistence, patience, caution, enthusiasm and pliability by primary school pupils. 2. By using D. Bogdanov and J. Kiseliov methodology was determined that 3d-4th grade boys and girls evaluate themselves similar: 30 % boys and 41 % girls evaluate themselves adequately, 59 % boys and 53 % girls evaluate themselves poor, and 11 % boys and 6 % girls overestimate themselves. Estimated chi-square (χ2 = 0,365, when p = 0,471> 0,05) suggests that statistically significant differences were not found. 3. By using M. Rozenberg methodology was determined that 3rd-4th grade boys’ and girls’ self-assessment in the context of educational achievements evaluation level is similar: 69 % boys and 53 % girls evaluate themselves an average, only 3 % boys’ and 0 % girls’ self-esteem is low, and 37 % boys’ and 31 % girls’ self-esteem is high. The boys a little better (t = 1,101, p = 0,273) evaluate themselves by analysing their capacity in relation to other peers. The girls presume that has its own value and are equal in comparison with other classmates (t = -0.629, p = 0.531), but more often than boys think they have nothing to be 8 proud of (t = -0.918, p = 0.360). In summary, the results showed that assessments not different statistically significantly. 4. In order to determine inter-item and item-scale associations, Pearson’s correlation coefficients were calculated and also computed correlations between items and positive and negative dimensions of self-esteem. As expected, positively worded items related more to the PSE dimension (0,685–0,776), while negatively worded items presented higher association values with NSE factor (0,600–0,717). The carried out grouping of statements lead to underlining different dimensions, which reflect pupils state (liet.k. būsena), for example, positive and negative self-concepts, competency assessment, self-acceptance, social comparison, self-defence, self-undermining and general evaluation. The latter indicator is correlated with all the statements. The results show Cronbach alpha above the 0.7 level of general self-concept, positive self-perception and general evaluation of the 3rd-4th grade pupils. That indicates a high level of internal consistency of indicators (statements). 5. 1st-2nd grade pupils’ self-assessment in the context of general abilities and skills, social competencies, attitudes and mastered knowledge was carried out by adapted Web and Stars graphical forms using mathematical and Lithuanian language lessons teaching materials. 6. The results showed that both groups of respondents believe that their educational achievements are better revealed through the Lithuanian language lessons: 74 % boys and 82 % girls. Calculations of t-test and p values were made for each lesson and global result: tb = -0,933, p = 0,182; tm = -1,397, p = 0,353; tlk = -1,344, p = 0,166. These findings suggests that statistically significant differences were not found. 7. Research results significantly show that most 1st-2nd grade pupils’ general abilities and skills and social competencies evaluations in the context of learning subjects is very good, nevertheless, 26 % boys and 30 % girls in the first grade overestimate themselves