Claims

Reflective journal writing significantly improved the motivation subscale of self-regulation strategies

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? The experimental group scored significantly higher than the control group on the motivation subscale of the modified MSLQ after the intervention. → Nawar M. Al-Rawahi & Sulaiman M. Al-Balushi 2015

Evidence

Nawar M. Al-Rawahi & Sulaiman M. Al-Balushi 2015

Nawar M. Al-Rawahi & Sulaiman M. Al-Balushi. (2015). The Effect of Reflective Science Journal Writing on Students' Self-Regulated Learning Strategies. International Journal of Environmental & Science Education, 10(3), 367-379. https://eric.ed.gov/?id=EJ1069260

q2 · i? · causal · r2

ANCOVA on post-administration motivation scores with pre-test as covariate; the motivation subscale comparison of Method of Instruction gave F=6.90, p=0.01. Post means were 4.32 (experimental, n=32) versus 4.08 (control, n=30).

"there was a significant difference between the experimental and control groups in terms of participants’ self -regulation strategies in both scales (i.e. motivation and learning strategies) and in the overall score."

Discussion

Page metadata
Field Value
status review
generated by process:wiki-ingest on 2026-11-01
trust unverified — no one has confirmed this page's content

Frontmatter is the page's machine-readable record — see the Schema & Guide.