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Bruno A, Dell’Aversana G. Reflective Practice for Psychology Students: The Use of Reflective Journal Feedback in Higher Education. PSYCHOLOGY LEARNING AND TEACHING-PLAT 2016. [DOI: 10.1177/1475725716686288] [Citation(s) in RCA: 24] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Affiliation(s)
- Andreina Bruno
- Department of Educational Sciences, University of Genoa, Italy
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Mcilroy D, Todd V, Palmer-Conn S, Poole K. Students’ Self-Reflections on their Personality Scores Applied to the Processes of Learning and Achievement. PSYCHOLOGY LEARNING AND TEACHING-PLAT 2016. [DOI: 10.1177/1475725716671437] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Research on personality in the educational context has primarily focused on quantitative approaches, so this study used a mixed methods approach to capture the boarder aspects of students' learning processes. Goals were to ensure that student responses were reliable and normal (quantitative data), and to examine qualitative reflections on students’ personality scores for breadth and depth in the context of learning and achievement. To facilitate these goals, undergraduate psychology students ( N = 307) completed a 50-item version of a measure of the Five Factor Model in a seminar and subsequently wrote a personal evaluation of their scores with reference to academic achievement. Quantitative analysis demonstrated that the data were reliable and demonstrated individual differences. Qualitative analysis was clustered around six themes – five personality factors and students' reflections on their overall scores. Students overwhelmingly endorsed their scores on the measure by presenting their reflective experiential narrative. Moreover, they reflected on personal strengths and challenges as they set goals for educational development. This facilitated enhanced awareness of qualities that complement ability, support learning and enhance achievement. Other outcomes included enhanced self-awareness and self-presentation and awareness of the role of traits in educational, social and emotionality aspects of their student experience.
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Affiliation(s)
- David Mcilroy
- School of Natural Sciences and Psychology, Liverpool John Moores University, UK
| | - Valerie Todd
- University Centre at Blackburn College School of Health, UK
| | - Sue Palmer-Conn
- School of Natural Sciences and Psychology, Liverpool John Moores University, UK
| | - Karen Poole
- School of Natural Sciences and Psychology, Liverpool John Moores University, UK
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