ERIC Number: EJ1141610
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Measuring Senior High School Students' Self-Induced Self-Reflective Thinking
van Velzen, Joke H.
Journal of Educational Research, v110 n5 p494-502 2017
Theoretically, reflection is known to be an essential skill for improving learning on a metacognitive level. In practice, students may not use it of their own accord to improve this kind of learning because it can be mentally demanding. The author reports on the legitimation of an instrument measuring self-induced self-reflective thinking, which is reflection of one's own accord focused on improving general knowledge of the learning process. In 2 studies, the psychometric properties and nomological validity of open-ended self-induced self-reflective thinking questions were examined. Senior high school students responded to these questions and several measures of general knowledge of the learning process. Results showed statistically significant relationships between self-induced self-reflective thinking and general knowledge of the learning process. Implications for educational research are discussed.
Descriptors: Measurement, Student Evaluation, Reflection, Thinking Skills, Metacognition, Psychometrics, Learning Processes, Validity, Questionnaires, Statistical Significance, Foreign Countries, Componential Analysis, Statistical Analysis, Reliability, High School Students
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: High Schools; Secondary Education
Authoring Institution: N/A
Identifiers - Location: Netherlands (Amsterdam)
Grant or Contract Numbers: N/A