Self-reflection
Research shows that self-reflection is a central part of the learning process. It concerns the student's ability to pause, think about their experiences and become aware of their thoughts, feelings and actions. This form of reflection is often described as metacognition – thinking about one's own thinking – and is decisive for being able to develop over time.
Self-reflection helps students develop self-regulation, that is, the ability to steer their actions towards a goal. When students reflect on how they have acted and why, it becomes easier to understand what worked and what needs to change. This means that learning does not become random, but more conscious and goal-directed.
Research also shows that self-reflection makes feedback more effective. When students not only receive feedback but are also given the chance to process it by thinking and formulating their own conclusions, the likelihood that they will actually use it in their continued learning increases. Reflection thus works as a bridge between feedback and changed behaviour.
In work on socio-emotional skills, self-reflection has a particularly important role. Here it is not just about what the student can do, but about how the student acts in relation to themselves and others. By reflecting on questions such as How did I react? Why did I act that way? What were the consequences? students develop a deeper understanding of their own behaviour. This creates the conditions for making more conscious choices in future situations.
Self-reflection also contributes to greater motivation and belief in one's own ability. When students see their own development and understand what they can influence, their sense of control over learning is strengthened. They become more active participants in their own development, which in turn increases engagement and perseverance.
At the same time, research shows that self-reflection does not happen automatically. Students need support, structure and recurring opportunities to develop this ability. When reflection becomes a natural part of teaching – for example through regular moments of reflection – its significance for learning increases.
Taken together, the research shows that self-reflection is a key to developing both learning and socio-emotional skills. By regularly reflecting on their experiences, students become more aware, more responsible and better equipped to develop their behaviour and their learning over time.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218. https://doi.org/10.1080/03075070600572090