How should reflection be supported in higher education? — A meta-analysis of reflection interventions. Issue 1 (2nd January 2022)

• Record Type: Journal Article
• Authors: Guo, Lin
• Is Part Of: Reflective practice. Volume 23:Issue 1(2022)
• Page Start: 118
• Page End: 146
• Publication Date: 2022-01-02
• Subjects: Meta-analytic -- reflective interventions -- intervention duration -- peer interaction -- reflective activities; Professions -- Periodicals; Reflection (Philosophy) -- Periodicals; Thought and thinking -- Periodicals; Self-knowledge, Theory of -- Periodicals; Career development -- Periodicals; 370.15
• DOI: 10.1080/14623943.2021.1995856
• Languages: English
• ISSNs: 1462-3943

Abstract

ABSTRACT: The present study adopted a meta-analytic approach to evaluate reflective interventions that were conducted with the intention to promote learning outcomes in higher education, using controlled experimental designs. A systematic search of the extant literature yielded 23 articles, comprising 23 effect sizes and a total of 2010 participants. Under a random-effects model, the results showed that reflective interventions had a positive and significant medium-sized effect ( g = 0.56, SE = 0.06) on learning outcomes. The moderator analyses revealed that the effect varied as a function of intervention duration, peer interaction and reflective activities. These findings underscore the importance of fostering reflective thinking and refining design principles for reflective scaffolding.