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Enhancing Students' Academic Success through Reflective Writing in an Undergraduate Flipped Course

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Title: Enhancing Students' Academic Success through Reflective Writing in an Undergraduate Flipped Course
Language: English
Authors: Grace Onodipe, Darryl Romanow, Michelle M. Robbins
Source: International Journal for the Scholarship of Teaching and Learning. 2025 19(1).
Availability: Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: https://digitalcommons.georgiasouthern.edu/ij-sotl/
Peer Reviewed: Y
Page Count: 11
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Academic Achievement, Success, Flipped Classroom, Reflection, Writing (Composition), Undergraduate Students, Positive Attitudes, Self Management, Writing Assignments, Economics, Introductory Courses, Student Attitudes, Learning Strategies
Assessment and Survey Identifiers: Motivated Strategies for Learning Questionnaire
ISSN: 1931-4744
Abstract: Prior research has posited that flipped classrooms facilitate students' self-directed learning and enhance grades. Although reflective writing is one method linked to academic success, it rarely has been examined empirically in the literature within the context of flipped classrooms. The current study investigated the association between growth mindset-inspired reflective writing, self-regulated learning assessments, and academic performance in a fully flipped Introduction to Economics course. Regression analyses found that reflective writing effort and targeted self-directed learning scores were associated with higher grades on course assessments. These findings suggest that reflective writing that incorporates growth-mindset messaging should be encouraged in flipped classrooms.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1471765
Database: ERIC
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  Data: Enhancing Students' Academic Success through Reflective Writing in an Undergraduate Flipped Course
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  Data: <searchLink fieldCode="AR" term="%22Grace+Onodipe%22">Grace Onodipe</searchLink><br /><searchLink fieldCode="AR" term="%22Darryl+Romanow%22">Darryl Romanow</searchLink><br /><searchLink fieldCode="AR" term="%22Michelle+M%2E+Robbins%22">Michelle M. Robbins</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+for+the+Scholarship+of+Teaching+and+Learning%22"><i>International Journal for the Scholarship of Teaching and Learning</i></searchLink>. 2025 19(1).
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  Data: Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: https://digitalcommons.georgiasouthern.edu/ij-sotl/
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  Data: Prior research has posited that flipped classrooms facilitate students' self-directed learning and enhance grades. Although reflective writing is one method linked to academic success, it rarely has been examined empirically in the literature within the context of flipped classrooms. The current study investigated the association between growth mindset-inspired reflective writing, self-regulated learning assessments, and academic performance in a fully flipped Introduction to Economics course. Regression analyses found that reflective writing effort and targeted self-directed learning scores were associated with higher grades on course assessments. These findings suggest that reflective writing that incorporates growth-mindset messaging should be encouraged in flipped classrooms.
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
    Subjects:
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Success
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      – SubjectFull: Flipped Classroom
        Type: general
      – SubjectFull: Reflection
        Type: general
      – SubjectFull: Writing (Composition)
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Positive Attitudes
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      – SubjectFull: Self Management
        Type: general
      – SubjectFull: Writing Assignments
        Type: general
      – SubjectFull: Economics
        Type: general
      – SubjectFull: Introductory Courses
        Type: general
      – SubjectFull: Student Attitudes
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      – SubjectFull: Learning Strategies
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      – SubjectFull: Motivated Strategies for Learning Questionnaire
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      – TitleFull: Enhancing Students' Academic Success through Reflective Writing in an Undergraduate Flipped Course
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              Y: 2025
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