The role of reflection in enhancing academic skills: an empirical investigationThis 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
February 2009Contact: Paul Rodway
, Department of Psychology,
University of Chester,