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Let Me Think About It—Establishing “Need to Reflect” as a Motivational Variable in Reflection Processes

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Publicado en:Education Sciences vol. 15, no. 6 (2025), p. 657-676
Autor principal: Lohse-Bossenz Hendrik
Otros Autores: Lenske Gerlinde, Westphal, Andrea
Publicado:
MDPI AG
Materias:
Pedagogy
Memory
Teacher education
Classrooms
Reflective teaching
Integrated approach
Self-efficacy
Learning
Descriptive Writing
Educational Practices
Student Teacher Attitudes
Information Retrieval
Self Efficacy
Reflection
Teaching Methods
Long Term Memory
Learning Processes
Learning Theories
Teacher Educators
Reference Materials
Short Term Memory
Classroom Techniques
Authors
Beliefs
Teacher Education Programs
Instructional Design
Information Processing
Holistic Approach
Professional Education
Preservice Teacher Education
Classroom Environment
Resource Allocation
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Resumen: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.
ISSN:2227-7102
2076-3344
DOI:10.3390/educsci15060657
Fuente:Education Database