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A Randomized Field Experiment Using Self-Reflection on School Behavior to Help Students in Secondary School Reach
1Organisation of Economic Co-operation and Development (OECD), Centre for Educational Research and Innovation, Paris, France.
Frontiers in Psychology
|July 23, 2020
Summary
This study found that self-reflection interventions did not improve academic performance or self-concept in underperforming secondary students. Compliance varied by motivation and self-concept, but no significant academic gains were observed.
Area of Science:
- Educational Psychology
- Social-Emotional Learning
- Intervention Studies
Background:
- Policy reports indicate underperformance in secondary education, linked to social-emotional factors.
- Experimental data on social-emotional learning's impact on school performance is limited and inconsistent.
- Self-reflection is a key social-emotional factor, but its effect on underperforming students needs empirical validation.
Purpose of the Study:
- To investigate the impact of a self-reflection intervention on underperforming secondary students' academic performance, engagement, and self-concept.
- To assess the relationship between student characteristics and compliance with the self-reflection intervention.
- To provide empirical evidence on the effectiveness of school-based self-reflection programs.
Main Methods:
- A randomized field experiment involving 337 ninth-grade students across 18 Dutch secondary schools.
- Intervention co-created with teachers to align with school practices.
- Underperformance assessment using prior achievement tests and expert evaluations; analysis of GPA, motivation, homework hours, and self-concept.
Main Results:
- No significant effects of the intervention on grade point average (GPA), school motivation, or homework hours.
- A negative effect was observed on students' self-concept related to leadership skills.
- Treatment compliance was higher among motivated students but lower for those with higher self-concept in school tasks.
Conclusions:
- The self-reflection intervention did not yield expected improvements in academic outcomes or general self-concept for underperforming students.
- The intervention negatively impacted self-concept in leadership skills, suggesting potential unintended consequences.
- Findings highlight the complexity of implementing social-emotional interventions and the need for tailored approaches in secondary education.
Keywords:
randomized field experimentschool engagementschool performancesecondary educationsocial–emotional skillsunderperformanceMore Related Videos
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