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Triggers and conducive factors for reflection in university students: a focus group study.
- Source :
- Reflective Practice; Aug2024, Vol. 25 Issue 4, p484-498, 15p
- Publication Year :
- 2024
-
Abstract
- Although previous research highlights the importance of reflection in higher education, little is known about the type of triggers and contexts that promote authentic reflection in university students who are in academic classroom environments. This qualitative study addresses this question based on content analysis done on eight focus groups consisting of a total of 45 university students. Results revealed that authentic reflection was triggered by adverse and positive situations, challenging interpersonal interactions, emotional responses to events, performance data and proactive enquiry. Furthermore, findings highlighted the relevance of Self-Determination Theory as a guiding framework for describing contextual factors conducive to reflection: student reflection benefited from a positive interactive context, autonomy for reflection, a variety of opportunities to reflect and guidance in the form of mentors or workshops. Conversely, exam pressure and effortful periods reduced the likelihood of student reflection. Finally, results indicated that students engaged in reflection to raise personal awareness, improve academic and personal performance, and change their beliefs, attitudes, feelings, and behaviours. Implications for practice are given. [ABSTRACT FROM AUTHOR]
- Subjects :
- SCHOOL environment
PSYCHOLOGICAL resilience
AUTONOMY (Psychology)
QUALITATIVE research
FOCUS groups
UNIVERSITIES & colleges
CONTENT analysis
REFLECTION (Philosophy)
UNCERTAINTY
EMOTIONS
SOUND recordings
THEMATIC analysis
PROBLEM-based learning
ACADEMIC achievement
PSYCHOLOGY of college students
Subjects
Details
- Language :
- English
- ISSN :
- 14623943
- Volume :
- 25
- Issue :
- 4
- Database :
- Complementary Index
- Journal :
- Reflective Practice
- Publication Type :
- Academic Journal
- Accession number :
- 178530553
- Full Text :
- https://doi.org/10.1080/14623943.2024.2325418