Loading…
Friday May 29, 2026 3:00pm - 3:20pm EDT
Students often come to college without understanding how to approach learning effectively. This study examined the impact of structured self-analysis and reflection on 15 undergraduate students' metacognition, grit, learning styles, self-efficacy, and motivation. At the beginning of the semester, students completed a researcher-developed pre-assessment documenting their integrated understanding of how these constructs inform studying habits. For each construct, students participated in two instructional sessions covering theoretical foundations and practical applications, completed established self-assessments (Duckworth's Grit Scale, Bandura's Self-Efficacy Scale, Kolb's Learning Style Inventory), and wrote structured reflections analyzing their results. After seven weeks, students completed the post-assessment. A paired samples t-test revealed significant improvement in students' integrated understanding (t(14) = -2.47, p = .027). Thematic analysis showed students translated insights into action: they created individualized learning goals, with self-regulation and grit emerging as the most frequently identified areas for development. These findings suggest that structured self-analysis enables students to move from theoretical understanding to actionable learning strategies.
Speakers
avatar for Jen

Jen

PhD Student, Research Assistant, MTU
Jenifer Shaud, a PhD student at Michigan Technological University. She is a dedicated educator and researcher with extensive expertise in special education and supporting students with disabilities. Jen earned her undergraduate degree in Early Childhood Education with a concentration... Read More →
Friday May 29, 2026 3:00pm - 3:20pm EDT
Founders Room

Sign up or log in to save this to your schedule, view media, leave feedback and see who's attending!

Share Modal

Share this link via

Or copy link