Motivating Middle School Learners: Reflective Writing, Self-efficacy, and Self-regulated Learning

There has been increasing concern over middle-school students? standardized test scores and decreased engagement in learning activities. This is particularly true of ?at-risk? students who often exhibit characteristics of learned helplessness. One factor may be that middle school students frequently do not understand what skills and knowledge they possess (academic self-efficacy) or how they learn (self-regulated learning strategy use). This study examined the effects of participation in a guided reflective writing program and gender on middle school students? academic self-efficacy beliefs and use of self-regulated learning strategies. Quantitative data were collected from an academic self-efficacy inventory administered as a pre- and posttest. Qualitative data were collected to examine students? awareness and use of self-regulated learning strategies. The data sources included the treatment group responses to writing prompts and interviews from selected students from both groups. Self-efficacy and self-regulated learning were examined for gender differences. This work is of interest to educators, counselors, administrators, psychologists,educational researchers, and parents.