Longitudinal self-directed competence development of university students through self-reflection

ABSTRACT

This article presents and explores a framework for self-directed competence development (SDCD) for tertiary students to advance conceptual understanding and practical applications of self-development approaches for the critical assimilation of core competences. The study is based on a four-year longitudinal follow-up of science students from four bachelor’s degrees in a science faculty. The students reflected on five basic self-development competencies individually, but were supported by continuous tutoring. The nature of student self-development was thereby explored. The analysis was based on the students’ perceptions of how the year-to-year longitudinal reflection process on competencies developed in classes generated self-knowledge, connections between experience and knowledge, self-reflection, and self-regulation of competencies. Participants showed a significant increase in their awareness of self-knowledge over the four years, along with a decreasing need for self-reflection and self-regulated acquisition of competencies. It is argued that supporting effective SDCD through reflection results in instruction that may intervene in managing one’s emotional reactions to a daily or professional situation, critically increase one’s awareness of the practice of self-reflection, and enact processes of self-regulation for one’s individual development.

KEYWORDS:

• Self-directed learning
• self-reflection
• self-regulation
• competences

Compliance with Ethical Standards

Informed consent was obtained from all individual participants included in the study.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the Institute Josep Pallach of Sciences Education-UdG [XIDAR02/2021 and XIDAC01/2021].

Notes on contributors

Jordi Colomer

Jordi Colomer is a full professor at the Department of Physics at the University of Girona, UdG, Spain. His research interest lies in the field of reflective learning, cooperative learning, and sustainable learning. He leads the Network on Reflective Learning at the UdG. He focusses the research at all levels of Education: from primary to Higher Education systems.

Teresa Serra

Teresa Serra is an associate professor at the Department of Physics at the University of Girona, UdG, Spain. Her research interest lies in the field of STEM, cooperative learning, and sustainable learning. She leads the Innovative Teaching Group of Physics at the Department of Physics.

M. Eugènia Gras

M. Eugènia Gras is an associate professor at the Department of Psychology at the University of Girona, UdG, Spain. She also carries out research at the Quality of Life Research Institute at the University of Girona.

Dolors Cañabate

Dolors Cañabate is an associate professor at the Department of Specific Didactics at the University of Girona, UdG, Spain. Her research interest lies in the field of cooperative learning, and sustainable learning. She leads the Network Cooperative Learning at the UdG. She focusses the research on Physical Education for pre-service and in-service students, at all levels of Education.