Exploring the Impact of Reflective Writing on Self-authorship Development - A Case Study in a Women s University PDF icon |
Sook-jeong Lee, Jeonghye Shin |
성찰적 글쓰기 활동이 여대생의 Self-authorship 발달에 미치는 영향 |
이숙정, 신정혜 |
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Abstract |
While the literature on self-authorship has illuminated how pedagogical efforts can facilitate college students’ self-authorship (e.g., Baxter Magolda, 2001, 2003, 2004), we hardly know about how this developmental concept can be promoted in Korean context. The concept of self-authorship is articulated as the foundation of many modern life demands that adults should successfully achieve. For college students, self-authorship is related to their internal capability that meets specific challenges they may encounter in their present college lives and future career. Research participants were found in a large women s university in Seoul. Research data were drawn from 33 voluntary participants who were taking mandatory general study course I or II for a semester. This study explores how the reflective writing program affected college students’ self-authorship development during a semester and what factors make a difference throughout the whole processes.
Semi-structured interviews were conducted in order to explore participants’ reflective writing experiences. Participants’ reflective writing products were analyzed in order to examine the quality of critical reflection that participants involved in the writing process. Self-authorship survey was conducted before and after the reflective writing program. Findings indicate that the reflective writing program stimulated participants’ critical reflection that is conducive to their self-authorship development. In addition, influential factors that may facilitate or hider critical reflection have been illuminated. The implication of the study lies in the potential to guide the design, implementation, and evaluation of similar liberal education programs that aim to facilitate college students’ self-authorship development. The current study is expected to stimulate further research on self-authorship development across different settings that include both genders, different age groups, and a variety of majors found in higher education. |
Key Words:
Reflective writing, Critical reflection, Self-Authorship, Meaning-making, General education, College students |
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