Learning improvements do not transpire without understanding the process of reflective writing. The aim of this quantitative, quasi-experimental study was to determine the degree of impact using reflective writing instruction upon study participant perceptions of confidence and competence in the area of written expression efficacy. This study also examined the effect that perceived sense of control had on perceived confidence and competence in the area of written expression. The current study was carried out with 31 participants who were undergraduate students at a small private, four-year university. Study participants’ perceptions were assessed using a three-phase, repeated measures, pre-test/post-test survey during a five-day reflective writing instructional program over the course of two weeks. In relation to the research questions, results indicated that the students’ perceptions in written expression of confidence and competence improved as a result of the reflective writing instruction. Surprisingly, perceived competence represented a greater improvement than perceived confidence. However, there was a positive correlation between perceived sense of control as a predictor of students’ perceived confidence and perceived competence in written expression.
|Commitee:||Gollery, Thomas, Hawkins, Sr, Emile|
|Department:||College of Education|
|School Location:||United States -- District of Columbia|
|Source:||DAI-A 81/11(E), Dissertation Abstracts International|
|Subjects:||Educational psychology, Language arts|
|Keywords:||Control, Perceptions of competence, Perceptions of confidence, Process of reflection, Reflective thinking, Reflective writing|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be