The Effects of Student Reflection on Academic Performance and Motivation

By Derek Cavilla. 2017

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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.

Subfields: Developmental and Educational Psychology, Education

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