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The Effects of Student Reflection on Academic Performance and Motivation

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  • Derek Cavilla

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.

Suggested Citation

  • Derek Cavilla, 2017. "The Effects of Student Reflection on Academic Performance and Motivation," SAGE Open, , vol. 7(3), pages 21582440177, September.
    • Handle: RePEc:sae:sagope:v:7:y:2017:i:3:p:2158244017733790
    DOI: 10.1177/2158244017733790
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    References listed on IDEAS

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    1. Rayne Sperling & Aaron Richmond & Crystal Ramsay & Michael Klapp, 2012. "The Measurement and Predictive Ability of Metacognition in Middle School Learners," The Journal of Educational Research, Taylor & Francis Journals, vol. 105(1), pages 1-7.
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