The Effect of using Learning Journals on Developing Self-Regulated Learning and Reflective Thinking among Pre-Service Teachers in Jordan

Abstract

This study aimed to investigate the effect of using learning journals on self-regulated learning and reflective thinking among a sample of pre-service teachers enrolled in Educational Psychology course at the Faculty of Educational Sciences and Arts (FESA) in Jordan. The study sample consisted of (61) participants. To achieve the purpose of the study, the self-regulated learning and reflective thinking scales were applied after verifying their psychometric properties on the study sample. The findings of the study showed that there are statistically significant differences between the means of the subjects' responses on the domains of the reflective thinking scale in the pre and post-tests in favor of the experimental group. The results also revealed that there are statistically significant differences among the means of the subjects' responses on the domains of self-regulated learning in the pre and post-tests in favor of the experimental group. The study concluded with some recommendations the most important of which are using learning journals in teaching and learning, especially for pre-service teachers, and training them on using learning journals, and finally conducting further research studies to examine the effect of learning journals on other variables such as students' achievement, self-confidence, professional development, and attitudes towards the teaching profession.

Keywords: learning journals; self-regulated learning; reflective thinking; educational psychology, pre-service teachers.