Self-reflection on competence: metacognitive process and barriers of self-assessment in psychologists.
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| Title: | Self-reflection on competence: metacognitive process and barriers of self-assessment in psychologists. |
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| Authors: | Banner, Stephanie E.1 (AUTHOR) sbanner@myune.edu.au, Rock, Adam J.1 (AUTHOR), Cosh, Suzanne M.1 (AUTHOR), Schutte, Nicola1 (AUTHOR), Rice, Kylie1 (AUTHOR) |
| Source: | Advances in Health Sciences Education. Feb2026, Vol. 31 Issue 1, p103-123. 21p. |
| Subject Terms: | *Metacognition, *Self-evaluation, *Cognitive ability, *Core competencies, Psychologists, Professional employees |
| Abstract: | Psychologists, like many health professionals, must effectively self-assess their competencies across the career trajectory in order to practice ethically and within the bounds of their knowledge and skills. Given this, research is needed to explore the cognitive process of self-assessment, and the utility of a structured measure for psychologists. This study aimed to explore: 1) how psychologists self-assess their competencies, 2) what value a structured measure has for self-assessment, and 3) the barriers or limitations to using a structured measure for self-assessment. Twelve registered psychologists were interviewed, and reflexive thematic analysis was applied. Themes were identified in the following two broad areas: 1) metacognitive processes and helpful cognitive strategies that aid self-assessment and the use of a structured self-assessment measure, and 2) barriers to self-assessment including unhelpful metacognitions about both the process of self-assessment itself, and the self. One theme and three sub-themes were identified to explain the metacognitive processes and helpful cognitive strategies described by participants, and three themes were identified pertaining to barriers to self-assessment. The current research extends the existing literature through incorporating the voice of psychologists in understanding the metacognitive processes and barriers of self-assessment, including structured self-assessment. This research has implications for health science practitioners, supervisors, educators and research. [ABSTRACT FROM AUTHOR] |
| Copyright of Advances in Health Sciences Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 191807137 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Self-reflection on competence: metacognitive process and barriers of self-assessment in psychologists. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Banner%2C+Stephanie+E%2E%22">Banner, Stephanie E.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> sbanner@myune.edu.au</i><br /><searchLink fieldCode="AR" term="%22Rock%2C+Adam+J%2E%22">Rock, Adam J.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Cosh%2C+Suzanne+M%2E%22">Cosh, Suzanne M.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Schutte%2C+Nicola%22">Schutte, Nicola</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Rice%2C+Kylie%22">Rice, Kylie</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Advances+in+Health+Sciences+Education%22">Advances in Health Sciences Education</searchLink>. Feb2026, Vol. 31 Issue 1, p103-123. 21p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-evaluation%22">Self-evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+ability%22">Cognitive ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Core+competencies%22">Core competencies</searchLink><br /><searchLink fieldCode="DE" term="%22Psychologists%22">Psychologists</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+employees%22">Professional employees</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Psychologists, like many health professionals, must effectively self-assess their competencies across the career trajectory in order to practice ethically and within the bounds of their knowledge and skills. Given this, research is needed to explore the cognitive process of self-assessment, and the utility of a structured measure for psychologists. This study aimed to explore: 1) how psychologists self-assess their competencies, 2) what value a structured measure has for self-assessment, and 3) the barriers or limitations to using a structured measure for self-assessment. Twelve registered psychologists were interviewed, and reflexive thematic analysis was applied. Themes were identified in the following two broad areas: 1) metacognitive processes and helpful cognitive strategies that aid self-assessment and the use of a structured self-assessment measure, and 2) barriers to self-assessment including unhelpful metacognitions about both the process of self-assessment itself, and the self. One theme and three sub-themes were identified to explain the metacognitive processes and helpful cognitive strategies described by participants, and three themes were identified pertaining to barriers to self-assessment. The current research extends the existing literature through incorporating the voice of psychologists in understanding the metacognitive processes and barriers of self-assessment, including structured self-assessment. This research has implications for health science practitioners, supervisors, educators and research. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Advances in Health Sciences Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10459-025-10434-7 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 21 StartPage: 103 Subjects: – SubjectFull: Metacognition Type: general – SubjectFull: Self-evaluation Type: general – SubjectFull: Cognitive ability Type: general – SubjectFull: Core competencies Type: general – SubjectFull: Psychologists Type: general – SubjectFull: Professional employees Type: general Titles: – TitleFull: Self-reflection on competence: metacognitive process and barriers of self-assessment in psychologists. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Banner, Stephanie E. – PersonEntity: Name: NameFull: Rock, Adam J. – PersonEntity: Name: NameFull: Cosh, Suzanne M. – PersonEntity: Name: NameFull: Schutte, Nicola – PersonEntity: Name: NameFull: Rice, Kylie IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: Feb2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 13824996 Numbering: – Type: volume Value: 31 – Type: issue Value: 1 Titles: – TitleFull: Advances in Health Sciences Education Type: main |
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