Cognitive dissonance in student self-assessment

Basnet, Badri (2013) Cognitive dissonance in student self-assessment. In: 24th Annual Conference of the Australasian Association for Engineering Education (AaeE 2013): Work Integrated Learning-Applying Theory to Practice in Engineering Education, 8-11 Dec 2013, Gold Coast, Australia.

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Abstract

The student self-assessment of assignment study was conducted in a first year course in 2010, 2011 and 2012. The purpose of this paper is to provide an understanding of students' response patterns while seeking cognitive consonance. The general strategy followed by students in an attempt to remove or reduce cognitive dissonance (i.e. reaching consonance) seemed to fall into one of the following three broad categories: Modify cognition to cope with new facts (i.e. change one or more of the beliefs, opinions, or behaviours involved in the dissonance) - 'An instance of acceptance'; Integrate new facts to preserve an 'own self' by reducing the importance of conflicting instance - 'An instance of avoidance or deviation'; Forget, ignore, overlook, or bypass those cognitions that are in a dissonant relationship - 'An instance of ignorance'.


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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: Yes
Item Status: Live Archive
Additional Information: © 2013 Australasian Association for Engineering Education. This publication is copyright. It may be reproduced in whole or in part for the purposes of study, research, or review, but is subject to the inclusion of an acknowledgment of the source. Outside of these uses, no part may be reproduced by any process without the written permission of the publisher.
Faculty / Department / School: Current - Faculty of Health, Engineering and Sciences - School of Civil Engineering and Surveying
Date Deposited: 10 Apr 2014 20:55
Last Modified: 05 Dec 2014 03:57
Uncontrolled Keywords: student self-assessment; cognitive dissonance; consonance
Fields of Research : 17 Psychology and Cognitive Sciences > 1701 Psychology > 170103 Educational Psychology
13 Education > 1303 Specialist Studies in Education > 130303 Education Assessment and Evaluation
09 Engineering > 0999 Other Engineering > 099999 Engineering not elsewhere classified
Socio-Economic Objective: C Society > 93 Education and Training > 9301 Learner and Learning > 930102 Learner and Learning Processes
URI: http://eprints.usq.edu.au/id/eprint/24493

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