Can reflective interventions improve students’ academic achievement? A meta-analysis

Abstract

Reflection is widely acknowledged as a crucial skill for successful learning and decision-making. Recent evidence has shown that reflection can enhance motivation for in-depth learning, improve cognitive and metacognitive strategies, and promote self-regulated learning. While some studies have reported the positive effects of reflective interventions on student academic outcomes, conflicting findings exist. To provide a comprehensive understanding of the effectiveness of reflective interventions on academic achievement, this meta-analysis synthesized data from 25 quantitative studies (comprising 29 effect sizes) conducted between 2012 and 2022, with a total of 2,111 participants. The results revealed a significant overall effect of reflective interventions on academic achievement (g = 0.793, p < 0.001). Further moderator analyses indicated that the effectiveness of reflective interventions was influenced by factors such as learning mode, intervention duration, the role of reflective writing, and culture. However, education level, discipline, teacher or expert feedback, peer interaction, and technological scaffolding did not significantly affect the impact of reflective interventions across studies. These findings highlight the importance of fostering reflective thinking and refining the detailed design of reflective interventions to enhance students’ academic achievement.