Reflective Journals to Improve Chemistry Students' Self-Efficacy: A Systematic Literature Review
Keywords:
Chemistry education, metacognition, reflective journal, self-efficacy, systematic literature review.
Abstract
Complex chemistry learning often triggers academic anxiety and lowers students' self-efficacy. Reflective journals are present as pedagogical instruments to facilitate self-regulation and metacognition. The Systematic Literature Review (SLR) aims to synthesize empirical findings regarding the effectiveness of reflective journals in improving students' self-efficacy in chemistry learning. Adopting the PRISMA guidelines, a comprehensive search was conducted on academic databases for publications from 2016 to 2025. The results of the synthesis show that reflective journal interventions consistently strengthen the affective, metacognitive, and self-regulatory domains which have a direct impact on improving students' self-efficacy in solving complex chemical problems.
References
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Panadero, E., Jonsson, A., & Botella, J. (2017, November 1). Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses. Educational Research Review, Vol. 22, pp. 74–98. Elsevier Ltd. https://doi.org/10.1016/j.edurev.2017.08.004
Sudirman, A., Gemilang, A. V., & Kristanto, T. M. A. (2021). The power of reflective journal writing for university students from the efl perspective. Studies in English Language and Education, 8(3), 1061–1079. https://doi.org/10.24815/siele.v8i3.19105
Veine, S., Anderson, M. K., Andersen, N. H., Espenes, T. C., Søyland, T. B., Wallin, P., & Reams, J. (2020). Reflection as a core student learning activity in higher education - Insights from nearly two decades of academic development. International Journal for Academic Development, 25(2), 147–161. https://doi.org/10.1080/1360144X.2019.1659797
Vishnumolakala, V. R., Southam, D. C., Treagust, D. F., Mocerino, M., & Qureshi, S. (2017). Students’ attitudes, self-efficacy and experiences in a modified process-oriented guided inquiry learning undergraduate chemistry classroom. Chemistry Education Research and Practice, 18(2), 340–352. https://doi.org/10.1039/c6rp00233a
Yan, Z., Chiu, M. M., & Ko, P. Y. (2020). Effects of self-assessment diaries on academic achievement, self-regulation, and motivation. Assessment in Education: Principles, Policy and Practice, 27(5), 562–583. https://doi.org/10.1080/0969594X.2020.1827221
Alt, D., & Raichel, N. (2020). Reflective journaling and metacognitive awareness: insights from a longitudinal study in higher education. Reflective Practice, 21(2), 145–158. https://doi.org/10.1080/14623943.2020.1716708
Alt, D., Raichel, N., & Naamati-Schneider, L. (2022). Higher Education Students’ Reflective Journal Writing and Lifelong Learning Skills: Insights From an Exploratory Sequential Study. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.707168
Artioli, G., Deiana, L., De Vincenzo, F., Raucci, M., Amaducci, G., Bassi, M. C., … Ghirotto, L. (2021). Health professionals and students’ experiences of reflective writing in learning: A qualitative meta-synthesis. BMC Medical Education, 21(1). https://doi.org/10.1186/s12909-021-02831-4
Avargil, S. (2019). Learning Chemistry: Self-Efficacy, Chemical Understanding, and Graphing Skills. Journal of Science Education and Technology, 28(4), 285–298. https://doi.org/10.1007/s10956-018-9765-x
Bressington, D. T., Wong, W. kit, Lam, K. K. C., & Chien, W. T. (2018). Concept mapping to promote meaningful learning, help relate theory to practice and improve learning self-efficacy in Asian mental health nursing students: A mixed-methods pilot study. Nurse Education Today, 60, 47–55. https://doi.org/10.1016/j.nedt.2017.09.019
Colomer, J., Serra-Saurina, L., Cañabate, D., & Serra, T. (2018, August 7). Evaluating Knowledge and Assessment-Centered Reflective-Based Learning Approaches. https://doi.org/10.20944/preprints201808.0151.v1
Fitriyana, N., Wiyarsi, A., Sugiyarto, K. H., & Ikhsan, J. (2021). The Influences of Hybrid Learning with Video Conference and “Chemondro-Game” on Students’ Self-Efficacy, Self-Regulated Learning, and Achievement toward Chemistry. Journal of Turkish Science Education, 18(2), 233–248. https://doi.org/10.36681/tused.2021.62
Graham, K. J., Bohn-Gettler, C. M., & Raigoza, A. F. (2019). Metacognitive Training in Chemistry Tutor Sessions Increases First Year Students’ Self-Efficacy. Journal of Chemical Education, 96(8), 1539–1547. https://doi.org/10.1021/acs.jchemed.9b00170
Gungor, A., Kool, D., Lee, M., Avraamidou, L., Eisink, N., Albada, B., … Bitter, J. H. (2022). The Use of Virtual Reality in A Chemistry Lab and Its Impact on Students’ SelfEfficacy, Interest, Self-Concept and Laboratory Anxiety. Eurasia Journal of Mathematics, Science and Technology Education, 18(3). https://doi.org/10.29333/ejmste/11814
Jaiswal, A., Lyon, J. A., Zhang, Y., & Magana, A. J. (2021). Supporting student reflective practices through modelling-based learning assignments. European Journal of Engineering Education, 46(6), 987–1006. https://doi.org/10.1080/03043797.2021.1952164
Kadum, B. M. M., & Karpudewan, M. (2025). Influence of self-efficacy and metacognition on malaysian pre-university students’ chemistry academic motivation: the moderating role of gender and locality. Chemistry Education Research and Practice, 26(3), 682–700. https://doi.org/10.1039/D4RP00334A
Kolil, V. K., Muthupalani, S., & Achuthan, K. (2020). Virtual experimental platforms in chemistry laboratory education and its impact on experimental self-efficacy. International Journal of Educational Technology in Higher Education, 17(1). https://doi.org/10.1186/s41239-020-00204-3
Menon, D., & Azam, S. (2021). Investigating Preservice Teachers’ Science Teaching Self-Efficacy: an Analysis of Reflective Practices. International Journal of Science and Mathematics Education, 19(8), 1587–1607. https://doi.org/10.1007/s10763-020-10131-4
Naibert, N., Duck, K. D., Phillips, M. M., & Barbera, J. (2021). Multi-institutional Study of Self-Efficacy within Flipped Chemistry Courses. Journal of Chemical Education, 98(5), 1489–1502. https://doi.org/10.1021/acs.jchemed.0c01361
Naidoo, K., & Naidoo, L. J. (2023). Designing teaching and reflection experiences to develop candidates’ science teaching self-efficacy. Research in Science and Technological Education, 41(1), 211–231. https://doi.org/10.1080/02635143.2021.1895098
Nückles, M., Roelle, J., Glogger-Frey, I., Waldeyer, J., & Renkl, A. (2020, December 1). The Self-Regulation-View in Writing-to-Learn: Using Journal Writing to Optimize Cognitive Load in Self-Regulated Learning. Educational Psychology Review, Vol. 32, pp. 1089–1126. Springer. https://doi.org/10.1007/s10648-020-09541-1
Olakanmi, E. E. (2017). The Effects of a Flipped Classroom Model of Instruction on Students’ Performance and Attitudes Towards Chemistry. Journal of Science Education and Technology, 26(1), 127–137. https://doi.org/10.1007/s10956-016-9657-x
O’Loughlin, V. D., & Griffith, L. M. (2020). Developing Student Metacognition through Reflective Writing in an Upper Level Undergraduate Anatomy Course. Anatomical Sciences Education, 13(6), 680–693. https://doi.org/10.1002/ase.1945
Panadero, E., Jonsson, A., & Botella, J. (2017, November 1). Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses. Educational Research Review, Vol. 22, pp. 74–98. Elsevier Ltd. https://doi.org/10.1016/j.edurev.2017.08.004
Sudirman, A., Gemilang, A. V., & Kristanto, T. M. A. (2021). The power of reflective journal writing for university students from the efl perspective. Studies in English Language and Education, 8(3), 1061–1079. https://doi.org/10.24815/siele.v8i3.19105
Veine, S., Anderson, M. K., Andersen, N. H., Espenes, T. C., Søyland, T. B., Wallin, P., & Reams, J. (2020). Reflection as a core student learning activity in higher education - Insights from nearly two decades of academic development. International Journal for Academic Development, 25(2), 147–161. https://doi.org/10.1080/1360144X.2019.1659797
Vishnumolakala, V. R., Southam, D. C., Treagust, D. F., Mocerino, M., & Qureshi, S. (2017). Students’ attitudes, self-efficacy and experiences in a modified process-oriented guided inquiry learning undergraduate chemistry classroom. Chemistry Education Research and Practice, 18(2), 340–352. https://doi.org/10.1039/c6rp00233a
Yan, Z., Chiu, M. M., & Ko, P. Y. (2020). Effects of self-assessment diaries on academic achievement, self-regulation, and motivation. Assessment in Education: Principles, Policy and Practice, 27(5), 562–583. https://doi.org/10.1080/0969594X.2020.1827221
Published
2026-11-11
How to Cite
Sarundayang, S., Parlan, P., Sumari, S., Habiddin, H., & Dasna, I. W. (2026). Reflective Journals to Improve Chemistry Students’ Self-Efficacy: A Systematic Literature Review. International Journal of Education, Vocational and Social Science , 5(04), 5414-5433. https://doi.org/10.63922/ijevss.v5i04.7488
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