The Higher Education Psychology Network existed from 2004 to 2011 to promote excellence in the learning, teaching and assessment of Psychology in UK HE

The role of reflection in enhancing academic skills: an empirical investigation

This miniproject is complete.


Following the Dearing report (1997), many universities have embedded reflection on learning in their academic programmes. Presently it is unclear to what extent reflection leads to enhanced performance in key academic skills or what form of reflection can best enhance those skills. Our research takes a cognitive psychological approach to examine this. Two forms of reflection will be examined: reflection after an immediately prior learning episode (episodic reflection) and reflection without experiencing an immediately prior learning episode (generic reflection). For both types of reflection the use of cognitive and metacognitive prompts in structuring reflection will be examined. We will evaluate whether these factors can enhance reflection and academic performance.

A final report from this project is available.

Funding: £6,000.00

Start Date: February 2009

Contact: Paul Rodway , Department of Psychology, University of Chester, Parkgate Road, Chester, CH1 4BJ


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Background
One of 24 discipline-based centres within the Higher Education Academy, the Psychology Network supported the teaching and learning of psychology across the UK between 2004 and 2011. A core team, based at the University of York, worked with students, staff, departments, professional bodies and overseas organisations to develop supportive networks and to improve the learning experience of psychology students in Higher Education.
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