Is Self-Reported Learning a Proxy Metric for Learning? Perspectives From the Information Systems Literature (AOMLE, 2010))

Amle.aom.org/content/9/2/321.citation

In this issue, Sitzmann, Ely, Brown, and Bauer report the results of a meta-analysis of empirical studies in education and workplace training. Their main research question investigates the validity of self-assessments of knowledge in relation to other cognitive and affective learning measures. Their findings indicate that self-assessments are strongly correlated with motivation and satisfaction (both affective outcomes), and only moderately correlated with cognitive learning...