The Effects of Student Reflection on Academic Performance and Motivation

Derek Cavilla

SAGE Open, 2017, vol. 7, issue 3, 2158244017733790

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.

Keywords: reflection; motivation; metacognition; underserved students; affective development (search for similar items in EconPapers)
Date: 2017
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Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:7:y:2017:i:3:p:2158244017733790

DOI: 10.1177/2158244017733790

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