Studies have shown that self-reflection can provide motivation to learn, contribute to a growth mindset, and stimulate self-regulation. The intention of this mixed-method research was to find out whether introducing students to a reflective framework will enable them to develop better insights about themselves for self and social awareness. Fifty-two students from Year 1 to 3 in the Media, Arts & Design School in Singapore Polytechnic participated in the study. Students were introduced to the ‘Rolfe Reflective Model’ (Rolfe et al., 2001) as well as a self-monitoring tool to target specific areas of self and social awareness for growth and development through the self-reflective process. Quantitative data was collected from the students on ‘Engagement in Reflection’, ‘Need for Reflection’ and ‘Insights’ (about themselves) though the 20-item ‘Self-Reflection & Insight Rating Scale’ (Grant et al., 2002), at the start and end of 10 weeks. The results suggested that students in Year 3 had better insights about themselves post-reflection, t(13) = 4.84, p < .001. Students seemed to like the simple and intuitive 3-step process in the Rolfe reflective model. It was apparent that although many students were uncomfortable with introspections, the self-monitoring worksheet was helpful in targeting areas for growth through regular self-reflection. The next step would be to see if the framework can be implemented across different schools in the polytechnic, using an interactive (game-like) platform which may motivate more students to internalise and make self-reflection a habit rather than just an occasional event. Authors:
Sukitha Kunasegaran, Singapore Polytechnic, Singapore

About the Presenter(s)
Ms Sukitha Kunasegaran is a Psychology lecturer at Singapore Polytechnic. She believes that educators play a key role in developing self-directed learners and her work has focussed on students’ self-reflections, motivations & mindset development.

Connect on Linkedin
https://www.linkedin.com/in/sukithakunasegaran-01bb5939

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