Fritson, Nelson, Vontz & Forrest 3 E m p i r i c a l a r t i c l E s Students’ Perceptions of Journaling in Undergraduate Classes Krista K. Fritson | Destinee A. Nelson | Hannah Vontz | Krista D. Forrest Students’ perceptions of journaling are examined with the hypothesis that students perceive reflective journaling as a beneficial tool that aids in their overall success in their courses. Students completed seven, one-page journals throughout the semester. A content analysis of the final journal reveals that students enjoy the process of journaling, find journaling helpful and beneficial, and state journaling aids in life application of course material. Results suggest journaling may be received well by students and assist them in the classroom; further exploration of journaling is warranted. It has been suggested that self-efficacy and en- the students’ self-efficacy scores were significantly gagement are crucial in the development of person- higher at the end of the semester of journaling than al growth, professional development, and learning at the beginning before the journaling assignments (Dunlap, 2006; Zimmerman, 2000). Journaling is a were done. Self-efficacy played a key role in learn- useful tool in assisting ones’ ability to put thoughts ing as students who document their success in an on paper and contemplate ideas, as well as to learn endeavors through journaling are more likely to be more about the inner and more personal self (Hiem- successful in academics and possibly other areas in stra, 2001). The process of journaling could en- life (Fritson, 2008; Fritson, Forrest, & Bohl, 2011; courage the use of transformative thinking, which Zimmerman, 2000). Fritson, Forrest, and Bohl involves the basic questioning of where the infor- (2011) described benefits of reflective journaling mation comes from, and how information applies regarding engagement, self-expression, and content to everyday life. This involves questioning authority knowledge improvement. and applying preceding knowledge to what an indi- The use of journaling can demonstrate the stu- vidual is currently learning (Hubbs & Brand, 2005). dents’ learning process, reflective thinking, and Hiemstra (2001) indicated that journaling has show the writers’ written communication skills. been underused as a teaching and learning tool. Reflective journaling can also illustrate prior Journaling could provide a critical description of knowledge of the writer, skill attainment, critical one’s own thoughts and behaviors and force one- thinking, and provide an emotional catharsis (Ruth- self to face the obstacles ahead. Despite the inclu- man, Jackson, Cluskey, Flannigan, Folse & Bunten, sion of journaling as a “hot topic” in pedagogic 2004). Given the potential benefits of journaling, it discussions, little empirical research has been done is important to explore students’ perceptions of the regarding the impact of journaling in college class- journaling process and develop ways to incorporate rooms. Fritson (2008) investigated the impact of journaling into classrooms to maximize reflective journaling on students’ self-efficacy and locus of journaling’s benefits to students. control. The results of Fritson’s study indicated that This study directly assesses students’ percep- grand canyon university Journal of Instructional Research | Volume 2 (2013) 4 tions of their journaling experiences in order to StUdEntS’ SElf-EffiCaCy better understand how journaling might be success- Self-efficacy is the perceived ability of oneself fully used in college courses. Since there is lim- to complete a task. Students who set small attain- ited research on students’ perceptions of journaling, able sub-goals leading up to a large goal increase this project contributes to our knowledge about stu- general self-efficacy and ability to self-teach in- dents’ ideas on the benefits/negatives of journaling, formation even when the activities previously held which may lead to better applications of journaling little interest (Bandura & Schunk, 1981). Through in courses. Additionally, results allow professors to achieving these small attainable goals, this could weigh the pros and cons, from students’ perspec- help students obtain a mastery over all the courses tives, of journaling in determining whether to in- information. Specifically, as students gain mastery corporate journaling into courses. over small amounts of information, they gain mo- mentum and confidence (self-efficacy) to attempt JoUrnaling and EngagEmEnt and complete future assignments/tasks in a class- Student engagement is defined as the amount room. According to Bandura (1982; 1997), self-ef- of intrinsic and extrinsic motivation combined ficacy has significant effects on changes in people’s with the students’ desire and eagerness to succeed coping behavior because of their level of physiolog- (Bomia, Beluzo, Demeester, Elander, Johnson, & ical stress reactions, self-regulation of refractory Sheldon, 1997). Students’ participation in active, behavior, resignation and experience with failure, interesting learning experiences increases student desire to strive for achievement, career pursuits and engagement (Miller, Rycek, & Fritson, 2011). How- more success in academics. ever, little research has been done in regards to how Furthermore, people with a higher self-efficacy journaling affects college students’ perceptions of or belief they can achieve are successful despite their classroom engagement compared to classes obstacles (Prat-Sala & Redford, 2010). Those with when the students do not participate in journal- higher self-efficacy are found to be more internally ing. Research done by Skinner and Belmont (1993) motivated; in academic settings, higher self-effica- showed that student involvement was significantly cy is correlated with higher academic motivation impacted when teachers provided autonomy sup- and performance, and negatively correlated with port. Autonomy support promotes student internal dishonesty (Prat-Sala & Redford, 2010). The re- motivation and taking responsibility for their ideas flective journaling process is believed to promote and learning with very few guidelines from an in- improved self-efficacy through the opportunity for structor. One application of autonomy support is for mastery and expression of knew information, feel- students to complete journal assignments and be ings of success in completion of an autonomous allowed to explore themselves on their own. Non- assignment and having a greater understanding of directed, intrapersonal exploration and application themselves (Fritson, 2008). of new information is important. According to Ex- eter, Ameratunga, Ratima, Morton, Dickson, Hsu, StUdEnt PErCEPtionS of JoUrnaling & Jackson. (2010), active learning is when students Although limited, research is supporting the use complete assignments, introspect, and take respon- of journals in classrooms; however, limited research sibility for their work quality which can allow stu- has explored students’ perceptions of journaling in dents to have the potential to promote student en- traditional face-to-face classrooms as opposed to gagement. Journaling is a way of actively involving non-traditional on-line schools. In an exploration students in their own learning and allowing them of graduate students’ perceptions of reflective jour- to learn more about themselves and possibly help naling in an online learning situation, students felt them become more involved in classroom lectures that reflective journaling strengthened clarification as the journaling process allows students to develop of roles, bridged the gap between theory and prac- more comfort with new information, increase their tice, and contributed to identification of strengths awareness of the real-life information applications, and weaknesses (Landley & Brown, 2010). It was and actively contemplate the information prior to found that reflective journaling allowed for exami- class discussions. Additionally, the mere act of complet- nation of attitudes and perspectives, helped in emo- ing the journal constitutes a form of course engagement. tional expression, contributed to personal meaning, grand canyon university Fritson, Nelson, Vontz & Forrest 5 reinforced the understanding of complex informa- completed the consent forms; consent forms were tion as well was promoting the courses objectives, housed with the student researchers to ensure that helped students in reflection of new ideas, and con- the professor did not know which students did or tributed to students’ ability to become active learn- did not participate in the research project. Students’ ers. These findings were echoed by Dunlap (2006) participation in the study was kept from the profes- finding that reflective journaling assisted students sor in order to avoid any coercion of students to par- in identifying issues, aided in the learning process, ticipate and prevent bias of the professor towards and helped with personal assessment presently and students’ grades. in the future. The professor randomly split the two classes in The purpose of the present study is to determine half and assigned half of each class to journal and students’ perceptions of journaling in their courses. half of each class to not journal for the first half of The researchers hypothesize that students will re- the semester. For the first six weeks, the students port they like the journaling process and that they assigned to journal were given a topic from the benefit from the journaling experience. Specifically, chapter discussed in class each week and required those students will report journaling increases their to complete a one-page, double-spaced reflective study behavior and use of their textbooks. This could journal about that topic and its application to their improve understanding of the material and improve lives. A sample prompt was “Write a reflective their ability to apply information to their lives. journal about the stages of sleep and apply the stag- es to your life. Use personal examples or examples mEthod you’re aware of from others in your life”. The final journal assignment (week 7) was the completion of Participants a one-page, reflective journal about the experience The sample for this research experiment con- of the journaling they completed the previous six sisted of 112 participants from two lecture/discus- weeks. The prompt for the final journal was, “You sion, face-to-face introductory psychology courses all have completed 6 reflective journals about dif- (42 men and 70 women). The participants ranged in ferent topics in this class, so this journal is worth 10 age from 19-45 years, with a median age of 20. All points and please write a reflective journal about the students in the courses completed reflective jour- journaling process this semester. Include any ideas, nals as part of the course expectation and received feelings, and beliefs you had about the journaling a total of 100 points in the course if they completed process and how it affected you in this course”. At all 7 journals. The participants were not at any risk mid-semester, the students then switched roles with while involved in the study as they simply complet- the students who did not journal the first half of the ed reflective journal assignments on topics studied semester journaling, and the students who wrote in in the course, then one reflective journal on the their a journal the first half of the term no longer docu- journaling experience. They were graded only on menting in a journal. At the end of the semester, completion of the journals, not content, grammar, researchers read and analyzed journal seven to as- or technique. Students who chose to complete some sess students’ perceptions of the journaling process additional psychosocial measures that were not used in the course. in component of the study, earned two points extra credit, which is consistent with other extra credit rESUltS and diSCUSSion given for completing survey research. This study The study was a content analysis on the final only used students’ reflections about the journaling journal, which entailed the students’ perceptions process from journal seven to explore students’ per- of the journaling process. The three individual ceptions of the journaling process. researchers coded journals independently in order to ensure inter-rater reliability. Responses were Procedure coded into thirteen separate categories. The cat- Student researchers introduced the research op- egories included the following: 1) liked/enjoyed, portunity to undergraduate students in two different 2) time/length good/reasonable, 3) helped grades, classrooms and highlighted that their involvement 4) assisted writing skills, 5) thought provoking/ was voluntary. Students who chose to participate deeper thinking/critical thinking/insight/problem grand canyon university Journal of Instructional Research | Volume 2 (2013) 6 solving, 6) helped class attendance, 7) helped them of time, and 12% indicated they would like to jour- express thoughts/feelings/self-reflect, 8) they were nal the whole semester rather than just half of the beneficial/helped/understand/mastery, 9) helped the term. These findings suggest that students might student remember information/material from class, view journaling as an asset to a class and engage 10) helped on exams, 11) involved life application, willingly rather than view journaling as another 12) easy points, and 13) and wanted full semester task “to get through” in a course. Additionally, no journaling patterns. In order to make the findings students reported journaling was a waste of time or easier to read and understand, we grouped the 13 spoke negatively of the journaling experience. categories into 4 themes. These themes include: 1) Positive Experience, 2) Assists Students’ Grade Assists Students’ Grade in Course in Course, 3) Increases Overall Learning, and 4) This theme refers to ways students report the Promotes Thinking. Findings show that students’ journaling assisted them specific to the course. Stu- perceived journaling favorably (see Table 1 for stu- dents reported that the greatest benefit journaling dent endorsement percentages for all 13 categories offered to the course is assistance on exams (31%). within the 4 themes). Twenty-one students also reported that the journals were “easy points”, while thirteen percent indicated Positive Experience the journaling helped their grade. Only two percent Results showed that 22% of students stated they of students reported that journaling increased their liked/enjoyed journaling. Additionally, 13% of stu- attendance in the course. dents reported journaling took a reasonable amount These results indicate students view the journaling Table 1: Students’ Perceptions of Journaling Students’ Perceptions Percent Response Positive Experience Liked/Enjoyed........................................................................................................22% Reasonable time ...................................................................................................13% Wanted full semester journaling patterns .............................................................12% Assists Students’ Grade in Course Helped on exams ..................................................................................................31% Easy points ............................................................................................................21% Helped grade ........................................................................................................13% Increase in class attendance ..................................................................................2% Increases Overall Learning Beneficial-helped understand and master material .............................................66% Aided in remembering material ............................................................................29% Assisted writing skills ..............................................................................................4% Promotes Thinking Life application of class topics ..............................................................................55% Thought provoking ................................................................................................21% Expression of thoughts .........................................................................................21% Note: The students’ perceptions of journaling were noted from the seventh journal. The comments were totaled; the mean was calculated and converted into a percentage. grand canyon university Fritson, Nelson, Vontz & Forrest 7 as a positive tool to earn participation points, yet they a result of journaling in the course. Specifically, believe the journaling process provides assistance on fifty-five percent of students indicated that journ- their exams. This suggests students might see the ben- aling promoted the life application of course top- efit of journaling as greater than the cost, so they might ics outside of the classroom. Additionally, twenty- engage in the course, especially journaling as a means one percent of students indicated the journals were to improve their grades. These results also indicate thought provoking, caused deeper thinking, involved that students do not view their attendance in the class critical thinking, involved further insight, and re- as being related to their journaling. quired problem solving. A reason for this response could be that the journals topics promoted further analySiS exploration of class materials. Students were asked to use the acquired knowledge from class and use Increases Overall Learning it in another setting to adequately complete the This theme includes categories that students re- assignment. Likewise, twenty-one percent of port assisted them in learning material and using students stated journaling promoted self-exploration academic skills. The most notable of all of the find- and expression of their own thoughts. These find- ings is that sixty-six percent of students reported ings suggest the journaling process stimulated stu- the journaling as beneficial and that it helped them dents’ thought processing and influenced their use understand and/or master the course information. of deeper thinking in the course. It is important to note such a finding because if These findings indicate self-reflection is impor- students’ find a specific learning tool beneficial, it tant in the classroom in order to aid in the mastery would be to professors’ benefit to take advantage of topics, consistent with the early findings of re- of those tools, and to implement the tools into their search done by Bandura (1977) on self-efficacy and classrooms. Additionally, twenty-nine percent of mastery. Additionally, Exeter et al. (2010) found that students found the journal assisted them in remem- journaling promotes student course engagement. bering course material. These findings suggest Considering this, it could be inferred from the per- there may be some academic benefit for students sonal application of the journals, students were then who journal, as well as, the perception by students more engaged. If students have a personal connec- that they benefit and recall information as a result tion to their learning they may be more likely to of journaling. be successful in personally applying the knowledge These findings are consistent with Ruthman et learned to real life situations in the future. al. (2004), which reiterates the importance of us- ing journaling as a teaching tool. Such a result is ConClUSion important for teachers and students alike, because Consistent with previous research regarding there are many classes in which journaling may be an online learning in a graduate course (Landley appropriate, but is not utilized. Many teachers and & Brown, 2010) and Dunlap’s (2006) findings, this professors could successfully implement journaling, research strongly suggests that students perceive and potentially have similar positive and beneficial journaling as a positive and beneficial experience results. The findings also may be particularly im- Clearly, many students reported the reflective jour- portant in higher level courses in which the subject naling experience as beneficial and that it would be material may be more difficult to understand. Jour- welcomed as a consistent tool for learning in their nal assignments by an instructor may aid the stu- classes. Since few studies have explored students’ dents in focusing on material the professor acknowl- perceptions, further research in this area is warranted edges as important as was shown by Langley and and we offer some ideas to enhance future endeavors. Brown (2010). Furthermore, Hubbs & Brand (2005) Specifically, having students journal an entire semes- stated that journaling was necessary in order to put ter would be helpful; however, that creates difficulty ones’ own thoughts to paper and allow self-reflection. if researchers want to also explore any difference be- tween students who journal and do not journal during Promotes Thinking a given semester. Another suggestion is to create a spe- The categories in this theme suggest students cific rubric for assessing students’ perceptions; perhaps think more and utilize information in real life as a Likert scale rating their perceptions of the various grand canyon university Journal of Instructional Research | Volume 2 (2013) 8 characteristics identified in this study. Another idea is to References have a greater number of raters of the last journal to en- hance the reliability. Lastly, this line of research could be strengthened if the professor is less involved in the Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: explanation of the journals or rating process since the Prentice Hall. professor’s biases might influence students’ responses. The addition of a professor who is less invested in the Bandura, A. (1982). Self-efficacy mechanism in human agency. class would assist in eliminating such bias. American Psychologist, 37, 122-147. Author Biographies Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman. Krista K. Fritson, Psy.D. is a tenured, Associate Professor at the University of Nebraska at Kearney Bandura, A., & Schunk, D. H. (1981). Cultivating competence, self- where she teaches the clinical track courses, includ- efficacy, and intrinsic interest through proximal self-motivation. ing Psychopathology, Intro to Clinical Psychology, Journal of Personality and Social Psychology, 41, 586-598. Abnormal Psychology, and General Psychology while supervising students’ Field Experiences and Practica Bomia, L., Beluzo, L., Demeester, D., Elander, K., Johnson, M., & in mental health settings. She also has an active re- Sheldon, B. (1997). The impact of teaching strategies on search program with students and colleagues. She intrinsic motivation. Champaign, IL: ERIC Clearinghouse on has six publications, including a chapter on Autism Elementary and Early Childhood Education. (ERIC Document in Handbook of 21st Century Psychology (2008, Reproduction Service No. ED 418925) Sage), a research project on the effects of neurotherapy on college students’ cognitive abilities and emotions Dunlap, D. C. (2006). Using guided reflective journaling activities to (2007, Journal of Neurotherapy), two research projects capture students’ changing perceptions. TechTrends, 50, 20-26. on journaling and college student engagement in the classroom. She is currently exploring alternative strat- Exeter, D. J., Ameratunga, S., Ratima, M., Morton, S., Dickson, M., egies to assist emotionally/behaviorally troubled youth Hsu, D., & Jackson, R. (2010). Student engagement in very in classroom settings. Additionally, she is a licensed large classes: The teachers’ perspective. Studies in Higher clinical psychologist who has worked in the mental Education, 35, 761-775. health field with children and adolescents in some ca- pacity for 25 years. Her experience includes working Fritson, K. K., Forrest, K. D. & Bohl, M. L. (2011). Using reflective as the Clinical Supervisor for a residential treatment journaling in the college course. In R. L. Miller, E., Amsel, B. center for boys ages 7 to 14 for twelve years. She serves Kowalski, B. Beins, K. Keith, & B. Peden (Eds.). Promoting as the Supervising Practitioner for several therapists in Student Engagement, Volume 1: Programs, Techniques and the community, provides consultation services to men- Opportunities. Syracuse, NY: Society for the Teaching of tal health/medical organizations, maintains a private Psychology. Available from the STP web site: HYPERLINK practice, and provides continuing education seminars “http://www.teachpsych.org/teachpsych/pnpp/”http://www. regularly for mental health professionals. teachpsych.org/teachpsych/pnpp/ Destinee A. Nelson currently works, research, and Fritson, K. K. (2008). Impact of journaling on students’ self-efficacy writes in Nebraska. and locus of control. InSight: A Journal of Scholarly Teaching, 3, 75-93. Hannah Vontz currently works, research, and writes in Nebraska. Hiemstra, R. (2001). Uses and benefits of journal writing. Promoting journal writing in adult education, 90, 19-26. Krista D. Forrest is a professor of psychology at the University of Nebraska at Kearney. In addition to her Hubbs, D. L. & Brand, C. F. (2005). The paper mirror: Understanding work on jury deliberation and police interrogations, reflective journaling. Journal of Experiential Education, 28, 60-71. she has published more than 15 articles on pedagogy. grand canyon university Fritson, Nelson, Vontz & Forrest 9 Langley, M. E., and Brown, S. T. (2010). Perceptions of the use of reflective learning journals in online graduate nursing education. Nursing Education Perspectives, 31, 12-17. Miller, R. L., Rycek, R. F., & Fritson, K. (2011). The effects of high impact learning experiences on student engagement. Procedia Social and Behavioral Sciences, 15, 53-59. Prat-Sala, M., & Redford, P. (2010). The interplay between motivation, self-efficacy, and approaches to studying. British Journal of Educational Psychology, 80, 283-305. Ruthman, J., Jackson, J., Cluskey, M., Flannigan, P., Folse, V. N., Bunten, J. (2004). Using clinical journaling to capture critical thinking across the curriculum. Nursing Education Perspective, 25, 120-124. Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85, 571-581. Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25, 82-91. grand canyon university