Login | Register

An Exploratory Study on how Adolescent Girls with Learning Disabilities Use Reflective Journals in an Afterschool Tutoring Program

Title:

An Exploratory Study on how Adolescent Girls with Learning Disabilities Use Reflective Journals in an Afterschool Tutoring Program

Biondi, Sophia (2015) An Exploratory Study on how Adolescent Girls with Learning Disabilities Use Reflective Journals in an Afterschool Tutoring Program. Masters thesis, Concordia University.

[img]
Preview
Text (application/pdf)
Biondi_MA_S2015.pdf - Accepted Version
Available under License Spectrum Terms of Access.
5MB

Abstract

Adolescents with learning disabilities struggle with various academic tasks in school, especially due to deficits in executive functioning, but also because of difficulties linked directly to their specific disability, such as with reading, math and other domain specific issues (Brown, 2008; Jong, 1998). Gender can have an impact on how adolescents cope with their difficulties. Feelings of low self-esteem, psychological distress, and academic difficulties are often more pronounced in teenage girls (Quinn, 2005). In general, there is limited research on how adolescents students with learning disabilities reflect on themselves as learners when they are engaged in academics, and in particular how they may view their sense of autonomy, relatedness, as well as their own competence in learning, in general. The aim of this study was to better understand how adolescent students with learning disabilities perceive their learning through the use of a meaningful, personal, and relevant form of reflective journaling. Four adolescent girls with learning disabilities engaged in reflective journaling using various artistic tools over five and a half weeks. Journals were coded for themes and analyzed. Results showed that students chose to use the journals to express and reflect on feelings and emotions, rather than reflecting on the tutoring sessions or academic progress. All four girls responded positively to being given the freedom of choice on how to use their reflective journals, and showed increased positive affect and relatedness to peers and tutors. Implications for the use of reflective journals in academic settings and limitations are discussed.

Divisions:Concordia University > Faculty of Arts and Science > Education
Item Type:Thesis (Masters)
Authors:Biondi, Sophia
Institution:Concordia University
Degree Name:M.A.
Program:Child Studies
Date:17 January 2015
Thesis Supervisor(s):Petrakos, Harriet
ID Code:979640
Deposited By: SOPHIA BIONDI
Deposited On:09 Jul 2015 13:51
Last Modified:18 Jan 2018 17:49
All items in Spectrum are protected by copyright, with all rights reserved. The use of items is governed by Spectrum's terms of access.

Repository Staff Only: item control page

Downloads per month over past year

Research related to the current document (at the CORE website)
- Research related to the current document (at the CORE website)
Back to top Back to top