Abstract
Categorized among learning practices, reflection involves cognitive processing. Some people say they reflect often, whereas others claim they are less inclined to reflect on a regular basis. The present study examines reflection in an academic learning setting. In contrast with previous studies testing reflective task accomplishment, we are interested in personality traits that can predict reflection or a reflective outcome. By means of a survey university students are questioned about their learning practices when working on their final thesis. To test whether certain traits influence reflection and whether reflection produces cognitive outcomes at the individual level, we performed hierarchical regression analysis. In addition, structural equation modeling is used to test for the mediation effects of reflection. The data stress a mediating role of reflection in the relationship between particular personality traits and cognitive complexity.
| Original language | English |
|---|---|
| Pages (from-to) | 82-99 |
| Journal | Current Psychology |
| Volume | 32 |
| Early online date | 26 Jan 2013 |
| DOIs | |
| Publication status | Published - Mar 2013 |
Keywords
- Reflection
- Need for cognition
- Openness to experience
- Private self-consciousness
- Cognitive complexity