Effectiveness of Educational and Behavioral Performance Evaluation Modelsin Students' Self-efficacy and Self-regulation

This research is a semi-experimental study ( pretest-posttest and follow-up design with a nonequivalent control group) and aims to investigate the impact of two evaluation models for students' educational performance on their self-efficacy and self-regulation behavior. The statistical population consists of all the students in the second period of primary school in the academic year 2014-15, who amounted to three million people and 360 individuals were selected as the sample through multi-stage cluster sampling from District 1 of Mashhad. The students were assigned into six groups using stratified allocation method. After taking the pretest of Wheeler and Ladd Self-Efficacy Questionnaire for Children ( SEQ-C) and Zimmerman and Pons Self-Regulation Inventory for Students ( SRLIS) and assessment of educational and behavioral performance of all groups, each of the three experimental groups randomly received 360 and 720 degree educational performance appraisal program for two months. Afterwards, a posttest was taken from the experimental and controlgroups and after two months, a follow-up test was conducted. In the end, the data was analyzed through single-factor analysis of variance with repeated measures. The results of this study revealed that the effect of 720 degree appraisal method on self-efficacy and educational performance has been significant, but it had no influence on self-regulation. Further, 360 degree appraisal method has had an impact on self-efficacy and self-regulation, but had no effect on educational performance.