Measuring senior high school students’ self-induced self-reflective thinking

References

• Ash, S. L., Clayton, P. H., & Atkinson, M. P. (2005). Integrating reflection and assessment to capture and improve student learning. Michigan Journal of Community Service Learning, 11(2), 49–60.
   Google Scholar
• Baird, J. R. (1986). Improving learning through enhanced metacognition: A classroom study. European Journal of Science Education, 8, 263–282.
   Web of Science ®Google Scholar
• Baird, J. R., Fensham, P., Gunstone, R., & White, R. (1991). The importance of reflection in improving science teaching and learning. Journal of Research in Science Teaching, 28, 163–182.
   Web of Science ®Google Scholar
• Bannert, M. (2006). Effects of reflection prompts when learning with hypermedia. Journal of Educational Computing Research, 35, 359–375.
   Google Scholar
• Bell, A., Kelton, J., McDonagh, N., Mladenovic, R., & Morrison, K. (2011). A critical evaluation of the usefulness of a coding scheme to categorise levels of reflective thinking. Assessment and Evaluation in Higher Education, 36, 797–815.
   Web of Science ®Google Scholar
• Berthold, K., Nückles, M., & Renkl, A. (2007). Do learning protocols support learning strategies and outcomes?: The role of cognitive and metacognitive prompts. Learning and Instruction, 17, 564–577.
   Web of Science ®Google Scholar
• Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy, and Practice, 5, 7–74.
   Google Scholar
• Boud, D. (2001). Using journal writing to enhance reflective practice. New Directions for Adult and Continuing Education, 90(2), 9–18.
   Google Scholar
• Boud, D., Keogh, R., & Walker, D. (1985). Promoting reflection in learning: A model. In D. Boud, R. Keogh, and D. Walker (Eds.), Reflection: Turning experience into learning (pp. 18–40). Oxon, UK: Routledge.
   Google Scholar
• Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
   Google Scholar
• Brown, A. L. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F. E. Weinert & R. H. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 65–116). Hillsdale, NJ: Erlbaum.
   Google Scholar
• Brown, A. L. (1997). Transforming schools into communities of thinking and learning about serious matters. American Psychologist, 52, 399–413.
   PubMed Web of Science ®Google Scholar
• Cacciamani, S., Cesareni, D., Martini, F., Ferrini, T., & Fujita, N. (2012). Influence of participation, facilitator styles, and metacognitive reflection on knowledge building in online university courses. Computer and Education, 58, 874–884.
   Web of Science ®Google Scholar
• Calfee, R. C., & Perfumo, P. (Eds.). (1996). Writing portfolios in the classroom. Mahwah, NJ: Erlbaum.
   Google Scholar
• Campbell, D. T. (1988). Definitional versus multiple operationism. In E. S. Overman (Ed.), Methodology and epistemology for social science: Selected papers (pp. 31–36). Chicago, IL: University of Chicago Press.
   Google Scholar
• Chen, N. S., Wei, C. W., Wu, K. T., & Uden, L. (2009). Effects of high level prompts and peer assessment on online learners’ reflection levels. Computers and Education, 52, 283–291.
   Web of Science ®Google Scholar
• Cotterall, S., & Murray, G. (2009). Enhancing metacognitive knowledge: Structure, affordance and self. System, 37, 34–45.
   Web of Science ®Google Scholar
• Cowan, J. (2014). Noteworthy matters for attention in reflective journal writing. Active Learning in Higher Education, 15, 53–64.
   Web of Science ®Google Scholar
• Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16, 297–334.
   Web of Science ®Google Scholar
• Cronbach, L. J., & Shavelson, R. J. (2004). My current thoughts on coefficient alpha and successor procedures. Educational and Psychological Measurement, 64, 391–418.
   Web of Science ®Google Scholar
• Davis, M. (2003). Barriers to reflective practice: The changing nature of higher education. Active Learning in Higher Education, 4, 243–255.
   Google Scholar
• De Bruin, H. L., Van der Schaaf, M. F., Oosterbaan, A. E., & Prins, F. J. (2012). Secondary-school students’ motivation for portfolio reflection. Irish Educational Studies, 31, 415–531.
   Web of Science ®Google Scholar
• Dean, B. A., Sykes, C., Agostinho, S., & Clements, M. (2012). Reflective assessment in work-integrated learning: To structure or not to structure, that was our question. Asia-Pacific Journal of Cooperative Education, 13, 103–113.
   Google Scholar
• Denton, D. (2011). Reflection and learning: Characteristics, obstacles, and implications. Educational Philosophy and Theory, 43, 838–852.
   Web of Science ®Google Scholar
• Dewey, J. (1910). How we think. Boston, MA: D.C. Heath.
   Google Scholar
• Downing, K., & Chim, T. M. (2004). Reflectors as online extraverts? Educational Studies, 30, 265–276.
   Web of Science ®Google Scholar
• Dunlap, J. C., & Grabinger, S. (2003). Preparing students for lifelong learning: A review of instructional features and teaching methodologies. Performance Improvement Quarterly, 16(2), 6–25.
   Google Scholar
• Dyment, J. E., & O'Connell, T. S. (2011). Assessing the quality of reflection in student journals: A review of the research. Teaching in Higher Education, 16, 81–97.
   Web of Science ®Google Scholar
• Efklides, A., & Misailidi, P. (2010). Introduction: The present and the future of metacognition. In A. Efklides & P. Misailidi (Eds.), Trends and prospects in metacognition research (pp. 1–19). New York, NY: Springer.
   Google Scholar
• Elshout-Mohr, M. (1994). Feedback and self-instruction. European Education, 26, 58–73.
   Google Scholar
• Ertmer, P. A., & Newby, T. J. (1996). The expert learner: Strategic, self-regulated, and reflective. Instructional Science, 24, 1–24.
   Web of Science ®Google Scholar
• Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry. American Psychologist, 34, 906–911.
   Web of Science ®Google Scholar
• Grossman, R. (2009). Structures for facilitating student reflection. College Teaching, 57, 15–22.
   Google Scholar
• Gunn, C. L. (2010). Exploring MATESOL students’ resistance to reflection. Language Teaching Research, 14, 208–223.
   Web of Science ®Google Scholar
• Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th ed.). Upper Saddle River, NJ: Prentice Hall.
   Google Scholar
• Holloway, S., & Gouthro, P. A. (2011). Teaching resistant novice educators to be critically reflective. Discourse: Studies in the Cultural Politics of Education, 32, 29–41.
   Web of Science ®Google Scholar
• Jacobs, J. E., & Paris, S. G. (1987). Children's metacognition about reading: Issues in definition, measurement, and instruction. Educational Psychologist, 22, 255–278.
   Web of Science ®Google Scholar
• Kehoe, J. (1995). Basic item analysis for multiple-choice tests. Practical Assessment, Research and Evaluation, 4(1). Retrieved from http://eric.ed.gov/ED398237
   Google Scholar
• Kember, D., Jones, A., Loke, A. Y., McKay, J., Sinclair, K., Tse, H., … Yeung, E. (1999). Determining the level of reflective thinking from students’ written journals using a coding scheme based on the work of Mezirow. International Journal of Lifelong Education, 18, 18–30.
   Google Scholar
• Kember, D., Leung, D. Y. P., Jones, A., Loke, A. Y., McKay, J., Sinclair, K., … Yeung, E. (2000). Development of a questionnaire to measure the level of reflective thinking. Assessment and Evaluation in Higher Education, 25, 381–395.
   Google Scholar
• Kluwe, R. H. (1982). Cognitive knowledge and executive control: Metacognition. In D. R. Griffin (Ed.), Animal mind—human mind (pp. 201–224). New York, NY: Springer-Verlag.
   Google Scholar
• Kuhn, D. (2000). Metacognitive development. Current Directions in Psychological Science, 9, 178–181.
   Web of Science ®Google Scholar
• Lew, M. D. N., & Schmidt, H. G. (2011). Self-reflection and academic performance: Is there a relationship? Advances in Health Sciences Education, 16, 529–545.
   PubMed Web of Science ®Google Scholar
• Mair, C. (2012). Using technology for enhancing reflective writing, metacognition, and learning. Journal of Further and Higher Education, 36, 147–167.
   Google Scholar
• McCrindle, A. R., & Christensen, C. A. (1995). The impact of learning journals on metacognitive and cognitive processes and learning performance. Learning and Instruction, 5, 167–185.
   Google Scholar
• McDonald, B. (2012). Portfolio assessment: Direct from the classroom. Assessment and Evaluation in Higher Education, 37, 335–347.
   Web of Science ®Google Scholar
• McNamara, D. S. (2011). Measuring deep, reflective comprehension and learning strategies: Challenges and successes. Metacognition and Learning, 6, 195–203.
   Web of Science ®Google Scholar
• Mezirow, J. (1990). How critical reflection triggers transformative learning. In J. Mezirow (Ed.), Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning (pp. 1–20). San Francisco, CA: Jossey-Bass.
   Google Scholar
• Moon, J. (1999). Reflection in learning and professional development. London, England: Kogan Page.
   Google Scholar
• Nunnally, J. C. (1978). Psychometric theory (2nd ed.). New York, NY: McGraw-Hill.
   Google Scholar
• O'Sullivan, A. J., Harris, P., Hughes, C. S., Toohey, S. M., Balasooriya, C., Velan, G., … McNeil, H. P. (2012). Linking assessment to undergraduate student capabilities through portfolio examination. Assessment and Evaluation in Higher Education, 37, 379–391.
   Web of Science ®Google Scholar
• Phan, H. P. (2009). Exploring students’ reflecting thinking practice, deep processing strategies, effort, and achievement goal orientations. Educational Psychology: An International Journal of Experimental Educational Psychology, 29, 297–313.
   Web of Science ®Google Scholar
• Pintrich, P. R. (2002). The role of metacognitive knowledge in learning, teaching, and assessing. Theory into Practice, 41, 219–225.
   Web of Science ®Google Scholar
• Robinson, J. P., Shaver, P. R., & Wrightsman, L. S. (1991). Criteria for scale selection and evaluation. In J. P. Robinson, P. R. Shaver, & L. S. Wrightsman (Eds.), Measures of personality and social psychological attitudes (pp. 1–16). San Diego, CA: Academic Press.
   Google Scholar
• Robson, C. (1993). Real world research: A resource for social scientists and practitioner-researchers. Oxford, England: Blackwell.
   Google Scholar
• Rogers, R. R. (2001). Reflection in higher education: A concept analysis. Innovative Higher Education, 26, 37–57.
   Google Scholar
• Schneider, W. (2008). The development of metacognitive knowledge in children and adolescents: Major trends and implications for education. Mind, Brain, and Education, 2, 114–121.
   Web of Science ®Google Scholar
• Schön, D. A. (1983). The reflective practitioner. London, England: Temple Smith.
   Google Scholar
• Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational Psychological Review, 7, 351–371.
   Web of Science ®Google Scholar
• Thorpe, K. (2004). Reflective learning journals: From concept to practice. Reflective Practice: International and Multidisciplinary Perspectives, 5, 327–343.
   Google Scholar
• Van Merriënboer, J. J. G., & Sweller, J. (2005). Cognitive load theory and complex learning: Recent developments and future directions. Educational Psychological Review, 17, 147–177.
   Web of Science ®Google Scholar
• Van Velzen, J. H. (2012). Teaching metacognitive knowledge and developing expertise. Teachers and Teaching: Theory and Practice, 19(3), 365–380.
   Web of Science ®Google Scholar
• Van Velzen, J. H. (2013). Assessing high-school students' ability to direct their learning. Assessment in Education: Principles, Policy and Practice, 20(2), 170–186.
   Google Scholar
• Van Velzen, J. H. (2015). Are students actually using self-reflection to improve how they learn? Conceptualizing self-induced self-reflective thinking. Reflective Practice, 16(4), 522–533.
   Web of Science ®Google Scholar
• Van Velzen, J. H. (2016). Metacognitive learning: Advancing learning by developing general knowledge of the learning process. Cham, Switzerland: Springer.
   Google Scholar
• Van Velzen, J. H. (in press). Students' general knowledge of the learning process: A mixed methods study illustrating integrated data collection and data consolidation. Journal of Mixed Methods Research. doi: 10.1177/1558689816651792.
   Web of Science ®Google Scholar
• Von Wright, J. (1992). Reflections on reflection. Learning and Instruction, 2, 59–68.
   Google Scholar
• Warhurst, R. (2008). Reflections on reflective learning in professional formation. Studies in the Education of Adults, 40, 176–191.
   Web of Science ®Google Scholar
• Weil, L. G., Fleming, S. M., Dumontheil, I., Kilford, E. J., Weil, R. S., Rees, G., … Blakemore, S. J. (2013). The development of metacognitive ability in adolescence. Conscious cognition, 22, 264–271.
   PubMed Web of Science ®Google Scholar
• White, B. Y., & Frederiksen, J. R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16, 3–118.
   Web of Science ®Google Scholar
• White, B. Y., & Frederiksen, J. R. (2005). A theoretical framework and approach for fostering metacognitive development. Educational Psychologist, 40, 211–223.
   Web of Science ®Google Scholar
• Wiersema, J. A., & Licklider, B. L. (2007). Developing responsible learners: The power of intentional mental processing. The Journal of Scholarship of Teaching and Learning, 7, 16–33.
   Google Scholar
• Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81, 329–339.
   Web of Science ®Google Scholar