The Effects of Self-Awareness and Self-Reflective Writing on Online Task Performance

Gamze Yilmaz and Leah LeFebvre
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Gamze Yilmaz: Communication Department, University of Massachusetts Boston, Boston, MA, USA
Leah LeFebvre: Department of Communication and Journalism, University of Wyoming, Laramie, WY, USA

International Journal of Cyber Behavior, Psychology and Learning (IJCBPL), 2016, vol. 6, issue 2, 39-55

Abstract: This study examined self-awareness and self-reflective writing effects on performance in an online task environment. Participants (N = 98) were randomly assigned to one of four conditions: self-awareness (private vs. public) and self-reflection (reflection vs. no-reflection). They were instructed to complete two successive online survival tasks that required analytical thinking and problem-solving skills. Findings demonstrated that participants in the private self-awareness condition performed better after writing a self-reflection than the no self-reflection condition. However, participants in the public self-awareness condition performed worse in the second task upon completion of their self-reflection compared with those that did not write a self-reflection. Additionally, a post-hoc linguistic analysis of the self-reflections illustrated that high-performers discussed their task completion using more cognitively complex language compared to low-performers.

Date: 2016
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Persistent link: https://EconPapers.repec.org/RePEc:igg:jcbpl0:v:6:y:2016:i:2:p:39-55

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International Journal of Cyber Behavior, Psychology and Learning (IJCBPL) is currently edited by Nadia Mansour Bouzaida

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