Abstract
Objectives This study aims to explore the effects of reflective learning journal on college students' academic self-efficacy and self-regulated learning ability, and what kind of learning experiences they have during the process of writing a reflective learning journal. Methods For research purposes, we selected 10 college students and had them keep reflective learning journals for two weeks from mid-November to mid-December 2022. The data analyzed in this study consists of quantitative data, which were the pre-test and post-test results conducted to measure changes in academic self-efficacy and self-regulated learning ability, as well as qualitative data, such as written reflections and individual interviews. The quantitative data were analyzed using a paired t-test, and the qualitative data were analyzed by identifying meaningful units and categorizing them to examine changes in their learning experiences. Results The research results showed that there was a significant improvement in the participants' academic self-efficacy and self-regulated learning ability after writing reflective learning journals. Through the process of reflecting, evaluating, and exploring their learning experiences while writing the journals, participants recognized their growth and experienced changes that motivated them to commit to their learning efforts. Conclusions Through this study, it was found that reflective learning journals have significant impact on improving academic self-efficacy and self-regulated learning abilities among college students. These journals serve as valuable tools that help college students reflect on their learning experiences, evaluate themselves, and explore new learning strategies, ultimately aiding their growth as self-regulated learners.
Published Version
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