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dc.contributor.advisorScott, Gray
dc.creatorMcMillin, Jennifer Lynn
dc.date.accessioned2019-02-12T16:04:13Z
dc.date.available2019-02-12T16:04:13Z
dc.date.created2018-12
dc.date.issued2019-01-02
dc.date.submittedDecember 2018
dc.identifier.urihttps://hdl.handle.net/11274/11003
dc.description.abstractThis exploratory study investigates the impact of directed reflective journaling in a first-year college English Composition course. Student reflections were analyzed for self-regulatory behaviors, evidence of skills associated with course objectives, and writing skill development. Changes in self-efficacy perceptions were analyzed using pre- and post- self-efficacy surveys. It was found that self-regulatory behaviors can be encouraged through reflective journaling and that self-efficacy attitudes were impacted positively as a direct result of the self-regulatory activities. The journaling task met two of the English Composition core objectives (interpretation and evaluation) and students demonstrated gains in writing fluency, conventions, and word choice. Student and teacher perspectives of the reflective exercises are given along with recommendations for future implementations and research.
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.subjectSelf-Efficacy
dc.subjectSelf-Regulation
dc.subjectReflection
dc.subjectCollege Composition
dc.titleAn exploratory study of reflective journaling in a college composition I course
dc.typeThesis
dc.date.updated2019-02-12T16:04:13Z
thesis.degree.departmentEnglish, Speech, and Foreign Languages
thesis.degree.disciplineEnglish
thesis.degree.grantorTexas Woman's University
thesis.degree.levelMasters
thesis.degree.nameMaster of Art
dc.type.materialtext
dc.creator.orcid0000-0002-1414-9186


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