The Effects Of Student Reflection On Academic Performance And Motivation

Keywords

affective development; metacognition; motivation; reflection; underserved students

Abstract

Building upon reflection as a tool for enhanced metacognition, the researcher postulated that a positive correlation would exist between application of a reflection instrument and students’ level of academic performance and motivation in an urban high school English class. A statistically insignificant correlation was found between either construct; however, qualitative analysis provides implications for teachers on the power of student reflection. Foremost, reflective activities do not appear to detract from academic performance nor have a negative correlation with student motivation. Furthermore, reflective activities in the short term appear to affect students on an affective level rather than a cognitive level.

Publication Date

9-1-2017

Publication Title

SAGE Open

Volume

7

Issue

3

Number of Pages

1-13

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1177/2158244017733790

Socpus ID

85030780228 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/85030780228

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