Let Me Think About It—Establishing “Need to Reflect” as a Motivational Variable in Reflection Processes
Bibliographic Data
| ID | 22046738 |
|---|---|
| Authors | Hendrik Lohse-Bossenz (0000-0003-0150-7770, Universität Greifswald, corresponding author), Gerlinde Lenske (0000-0002-4243-9631, University of Koblenz and Landau), Andrea Westphal (0000-0001-6936-2235, Universität Greifswald) |
| Year | 2025 |
| Volume | 15 |
| Issue | 6 |
| Pages | 657 |
| Publication date | 2025-05-26 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15060657 |
| OpenAlex | W4410839790 |
| Language | EN |
| Citations received | 1 |
| References cited | 50 |
Reflection is considered to be a core component of professional development in teacher education, yet little is known about the motivational determinants of reflective activities in everyday school contexts. Drawing on theories of learning and motivation, we introduce and conceptualise the “need to reflect” as a situationally and personally influenced motivational factor that mediates the relationship between classroom experiences and subsequent reflective processes. We operationalise this construct through a newly developed item and examine it in a diary study involving N = 79 in-service primary school teachers over ten school days. Multilevel analyses reveal that daily classroom-related hassles—especially failed attempts to address disturbances—are positively associated with teachers’ need to reflect, whereas successful classroom management reduces this need. Furthermore, emotional exhaustion moderates this relationship: Teachers with higher levels of emotional exhaustion reported a stronger link between unsuccessful disturbance management and their need to reflect. Self-efficacy in classroom management is not shown to have a moderating effect. These findings suggest that the need to reflect fluctuates across situations and is influenced by individual teacher characteristics, offering new insights into motivational components underlying reflective processes with significant implications for teacher education and professional development
Cognitive psychology · Mathematics education · Computer Science · Educational and Psychological Assessments · Psychology · Reflective Practices in Education · Teacher Education and Leadership Studies
A Theory of Cognitive Dissonance
Human Memory
Levels in reflection
Understanding and estimating the power to detect cross-level interaction effects in multilevel modeling.
Who is the expert? Construct and criteria validity of student and teacher ratings of instruction
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Teaching Student Teachers to Reflect
Self-Efficacy
Using video to teach future teachers to learn from teaching
Self‐reported and actual use of proactive and reactive classroom management strategies and their relationship with teacher stress and student behaviour
Expectancy–Value Theory of Achievement Motivation
The same or different?“ – Effekte von Unterrichtsanalyse und Unterrichtsreflexion auf die Veränderung kognitiver und motivationaler Merkmale professioneller Lehrkompetenz
Selbstbezug in videobasierten Unterrichtsreflexionen von Lehramtsstudierenden im Bachelor
Stichwort
Reflect on your teaching experience
Learning to teach
Pädagogische Psychologie
Those Who Understand
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Fostering preservice teachers’ noticing with structured video feedback
Reflective teaching and teacher education
The power of video feedback with structured viewing guides
Using a video club design to promote teacher attention to students' ideas in science
Using video to promote early childhood teachers' thinking and reflection
Reflection in teacher education
Developing pre-service teachers' professional knowledge of teaching
Getting reflection off the page
Unskilled and unaware of it
Linking Theory and Practice
Teacher efficacy
Linking Ways of Knowing with Ways of Being Practical
Studying the Impact of the Lesson Analysis Framework on Preservice Teachers' Abilities to Reflect on Videos of Classroom Teaching
Noticing Noticing
What Is Reflection? Looking for Clarity in an Ambiguous Notion
Rethinking the Connections Between Campus Courses and Field Experiences in College- and University-Based Teacher Education
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |