You are here

Effects of a Self-Reflective Learning Process on Student Art Performance

Title: The Effects of a Self-Reflective Learning Process on Student Art Performance.
Name(s): Bland, Lisa Shawn, author
Dorn, Charles, professor directing dissertation
Peterson, Gary, outside committee member
Anderson, Tom, committee member
Rosal, Marcia, committee member
Department of Art Education, degree granting department
Florida State University, degree granting institution
Type of Resource: text
Genre: Text
Issuance: monographic
Date Issued: 2005
Publisher: Florida State University
Place of Publication: Tallahassee, Florida
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: This study is a quasi-experimental study designed primarily to investigate whether a student self-regulated learning strategy would positively affect the student art performance of 50 students from two intact eighth-grade classes in a Georgia Public School System. The treatment for the experimental group was instruction and practice in reflecting personal artwork through planning, monitoring, and evaluation on their artwork through written assessment. Implementing a self-regulated learning strategy using art portfolios allowed students to plan, sequence, and monitor their learning. The aim for this study was to strengthen the metacognitive and reflective skills of students to assist them in adopting strategies and reflective processes that enable them to define, plan, and self-monitor their thinking through problem solving. Students in the experimental group and the control group both completed pretest and posttest portfolios of artwork. Students in the experimental group also completed a self-reflective writing pretest and posttest. Results from the experimental group indicated an increase in the scores of the written reflections that led the researcher to conclude that instructional strategies that teach students to practice self-regulated learning skills while learning course content improves both the learners' process of self-evaluation and their self-assessment strategies providing metacognitive knowledge. However, the art performance scores for students in the experimental group and the control group were about the same for the posttest, identifying the results of the treatment did not show a significant increase for art performance.
Identifier: FSU_migr_etd-3656 (IID)
Submitted Note: A Dissertation submitted to the Department of Art Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy.
Degree Awarded: Spring Semester, 2005.
Date of Defense: September 24, 2004.
Keywords: Art Performance, Art Assessment
Bibliography Note: Includes bibliographical references.
Advisory Committee: Charles Dorn, Professor Directing Dissertation; Gary Peterson, Outside Committee Member; Tom Anderson, Committee Member; Marcia Rosal, Committee Member.
Subject(s): Art
Persistent Link to This Record:
Owner Institution: FSU

Choose the citation style.
Bland, L. S. (2005). The Effects of a Self-Reflective Learning Process on Student Art Performance. Retrieved from