Enhancing Students' Academic Success through Reflective Writing in an Undergraduate Flipped Course
Saved in:
| Title: | Enhancing Students' Academic Success through Reflective Writing in an Undergraduate Flipped Course |
|---|---|
| Language: | English |
| Authors: | Grace Onodipe, Darryl Romanow, Michelle M. Robbins |
| Source: | International Journal for the Scholarship of Teaching and Learning. 2025 19(1). |
| Availability: | Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: https://digitalcommons.georgiasouthern.edu/ij-sotl/ |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Academic Achievement, Success, Flipped Classroom, Reflection, Writing (Composition), Undergraduate Students, Positive Attitudes, Self Management, Writing Assignments, Economics, Introductory Courses, Student Attitudes, Learning Strategies |
| Assessment and Survey Identifiers: | Motivated Strategies for Learning Questionnaire |
| ISSN: | 1931-4744 |
| Abstract: | Prior research has posited that flipped classrooms facilitate students' self-directed learning and enhance grades. Although reflective writing is one method linked to academic success, it rarely has been examined empirically in the literature within the context of flipped classrooms. The current study investigated the association between growth mindset-inspired reflective writing, self-regulated learning assessments, and academic performance in a fully flipped Introduction to Economics course. Regression analyses found that reflective writing effort and targeted self-directed learning scores were associated with higher grades on course assessments. These findings suggest that reflective writing that incorporates growth-mindset messaging should be encouraged in flipped classrooms. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1471765 |
| Database: | ERIC |
| Abstract: | Prior research has posited that flipped classrooms facilitate students' self-directed learning and enhance grades. Although reflective writing is one method linked to academic success, it rarely has been examined empirically in the literature within the context of flipped classrooms. The current study investigated the association between growth mindset-inspired reflective writing, self-regulated learning assessments, and academic performance in a fully flipped Introduction to Economics course. Regression analyses found that reflective writing effort and targeted self-directed learning scores were associated with higher grades on course assessments. These findings suggest that reflective writing that incorporates growth-mindset messaging should be encouraged in flipped classrooms. |
|---|---|
| ISSN: | 1931-4744 |
