Influences on the reflection quality of journal writing: An exploratory study

Research output: Contribution to journalArticle

Abstract

Reflection has a long history as an assessment mode in teaching and learning for higher education, and particularly for teacher education. However, past studies have not systematically analysed how attributes of students, content, and feedback are linked to the quality of students' reflections in journal writing. To fill the gap, this exploratory study examines 1,210 journal entries by 121 university students in a General Education course. We apply multilevel, cross-classification, ordered logit analysis to test the explanatory model. Results show that entries written by young women (vs. young men) written later in the course, with personal content (vs. academic or societal), or following teacher or student feedback had higher teacher ratings for reflection, compared to other entries. These results suggest the importance of gender, time, journal content, and feedback to raising reflection quality. Copyright © 2019 Informa UK Limited, trading as Taylor & Francis Group.
Original languageEnglish
Pages (from-to)584-603
JournalReflective Practice
Volume20
Issue number5
Early online dateAug 2019
DOIs
Publication statusPublished - 2019

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teacher rating
general education
teacher
education
university
gender
Teaching
history
learning
Group
time

Citation

Yu, W. M., & Chiu, M. M. (2019). Influences on the reflection quality of journal writing: An exploratory study. Reflective Practice, 20(5), 584-603. doi: 10.1080/14623943.2019.1651712

Keywords

  • Reflective practice
  • Journal writing
  • Students' attributes
  • Feedback
  • Higher education
  • Preservice teachers