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In this study, a diary was developed and used by students to reflect on digital games in geography lessons. The students’ reflection results, through the use of the diary, were compared with reflections without instructional guidance. These results show a significant improvement in reflection through the use of the reflection diary compared to a previous study. Through the combination of lessons, play phases, and the reflection diary, a learning arrangement that enables in-depth reflections at different levels of reflection was created. The medium plays a decisive role by taking the pupils out of their role as players and enabling a critical distance to the game. With the help of the reflection diary, students should be able to better reflect on the game. The reflection diary is integrated into the lessons. It also shows that subject-specific lessons are indispensable for reflecting on the gaming experience in order to counteract subject-specific misconceptions.

Transdisciplinary research (TDR) approaches have been cited as essential for overcoming the intractable sustainability challenges that the world is currently facing, including air pollution, water management and climate change. However, such approaches can be difficult to undertake in practice and can consequently fail to add value. Therefore, examples of what works in practice (and what does not) are helpful to guide future research. In this study, we used a conceptual TDR framework as the basis to examine and evaluate the strengths and weaknesses of our approach in a project exploring air pollution in an informal settlement in Nairobi, Kenya. Reflection diaries exploring experiences of participation in the project were undertaken by the project team (comprising academic and community partners) at multiple time points throughout the project. These reflection diaries played an important role in evaluation and for providing space for team learning. Diaries were thematically coded according to the TDR framework to explore aspects of the project that worked well, and areas which presented challenges. We draw upon our reflections, and the extant literature, to make practical recommendations for researchers undertaking TDR projects in future. Recommendations focus on three key project stages (pre-funding, funded period, post-funding) and include; building the team in a way that includes all key stakeholders in relevant and appropriate roles, giving everyone sufficient time to work on the project, and ensuring regular and open communication. Building these recommendations into the design and delivery of transdisciplinary sustainability science projects will support progress towards achieving the Sustainable Development Goals (SDGs).

The present study investigates the influence of peer coaching on the depth of reflection on the content of digital games in geography education. The results show that the combination of a reflection diary and reflection coaching in the debriefing session significantly increases the depth of reflection at different levels. In particular, students were able to formulate more precise and critical statements at the level of comparison between the game world and reality, as well as at the level of self-reflection. Working in tandem and targeted questions from the trainers proved to be key success factors in promoting depth of reflection. The study shows the importance of combining written and oral reflection after using digital games and provides impetus for integrating digital games and reflection methods into the classroom.

Chapter 2 explains step by step how to develop lifelong action learning (LAL) in a systematic, collaborative, creative, sustainable and enjoyable manner, as a system that the authors have used successfully in various settings. It helps readers to understand and learn how to design, conduct and continuously evaluate an action learning program or project, by including guidelines, processes and exercises that individuals can use for action and reflection and then share in small groups or ‘action learning sets’, supported by materials on the GULL website (www.gullonline.org).

Ruby Gettinger has gone from a peak weight of 716 pounds to her current weight in the mid-300s - and has let cameras document the ups and downs of her journey on the Style Network series \"Ruby.\" Q. Your book explains that it was your idea to start videotaping your weight loss journey.

Previous research showed that psychological detachment from work during leisure time is beneficial and that reflecting on negative aspects of work is detrimental for employees’ well-being. However, little is known about the role of positive reflection about work during leisure time. In the present research, we examined the effects of positive work reflection on affective well-being. Additionally, we tested the effectiveness of an intervention to increase positive work reflection and to improve well-being with a randomized controlled field experiment. Findings from three diary studies showed that positive work reflection was related to an increase in affective well-being with regard to both positive and negative moods. The results further indicated that the benefits of positive work reflection were incremental to that of psychological detachment and the absence of negative work reflection. Contrary to our expectation, no evidence was found for the effectiveness of the intervention. Theoretical implications of main findings as well as supplementary findings are further discussed.

This scoping review offers insight into researcher well-being when working with sensitive and traumatic topics in a qualitative research context. The study identified existing empirical research concerning researcher well-being and mental health. The databases included SSCI, ASSIA < IBISS, Scopus, Social Policy and Practice, PsycInfo, Social Science Database/Social Science Premium Collection (Proquest), and Open Grey. An international search was conducted, with no time constraints on publication dates to gather as wide a selection as possible. 55 papers met the criteria. We found that the terminology used within the papers was not consistent which necessitated grouping the (self-) reflection/reflexive practices researchers used and categorizing them under the umbrella term SRR practices. The research questions were: 1. Which disciplines or fields are conducting SRR practices on sensitive topics? 2. What SRR practices do researchers employ in the context of sensitive research? 3. What were the self-reported outcomes from using SRR practices as a tool of researchers working on sensitive research? A key finding of the scoping review is that many researchers who work on sensitive topics feel unprepared and receive little or no training or support for SRR practices. This poses particular challenges for early career researchers. We also identified that qualitative researchers have developed a range of SRR practices to manage the emotional impact of their sensitive research work. Many authors of the scoped papers stress the importance of peer-support as well as formal and informal debriefing meetings. Another key SRR practice discussed by many researchers is reflexive journaling. Our scoping review suggests that if it is combined with other activities, self-reflexive journaling can be an excellent way to acknowledge and assess the emotional impact of sensitive research.

Self-regulated learning (SRL) is associated with increased academic achievement and improved learning outcomes for students. Thus, it is import to find ways to improve SRL, such as through training. Face-to-face training, discipline-dependent training, and paper-and-pencil diaries are limited in the number of students they can reach. The current randomised control study implemented discipline-independent online training and novel mobile-app based diaries and tested SRL motivation and perceived strategy use in 73 University students from mixed disciplines and study mode. Results showed that participants in the combined condition (training with diaries) improved more than other conditions. Specifically, they improved on SRL knowledge, metacognitive strategies, cognitive strategies (elaboration, organisation and critical thinking), and resources management strategies (time-management and effort regulation). The present study extends previous findings, showing that positive effects can be found for SRL when a discipline-independent approach is used coupled with online training and a mobile-app based daily diary.

Background Reflective capacity is a prerequisite for transformative learning. It is regarded as an essential skill in professional competence in the field of medicine. Our aim was to investigate the reflective capacity and the objects of action (themes) which revealed reflective writing of medical students during a general practice/family medicine course. Methods Second-year medical students were requested to write learning diaries during a compulsory course in general practice/family medicine consisting of the principles of the physician-patient relationship. The course included a group session supervised by a clinical lecturer and a 3-day training period in a local health centre. We conducted data-driven content analysis of the learning diaries. In the learning diaries, student observations were most commonly directed to events during the training period and to group sessions. Occasionally, observation was directed at inner experience. Results The following themes were related to reflective writing: feelings towards the end of life, demanding situations in practice, physician’s attitude to patient, student’s inner experiences, and physician’s well-being. The entries indicated different types of reflective capacity. Three subgroups were identified: ‘simple reporting,’ ‘reflective writing,’ and ‘advanced reflective writing.’ Conclusion Professional growth requires the development of reflective capacity, as it is essential for successful patient care and better clinical outcomes. To develop and enhance the reflective capacity of medical students during their education, the curriculum should provide frequent opportunities for students to assess and reflect upon their various learning experiences.

Self-reflection is often viewed positively; paradoxically, however, it is also associated with distress, potentially because of its relationship with rumination. Focusing self-reflection on positive themes may be one way to promote adaptive self-reflection. This study examined whether the disposition to engage in self-reflection motivates use of a journal containing positively focused writing prompts and moderates the benefit gained from it, specifically when rumination is controlled for. For 28 days, participants (N = 152) accessed an app-based mental health intervention containing various features, including the aforementioned journal. Outcomes of self-regulation and psychological wellbeing were assessed, controlling for time spent using other app features. As expected, journaling was associated with improvements in psychological wellbeing but only when baseline self-reflection was average or higher. Journaling was also initially associated with improvements in self-regulation, but this was diminished after controlling for time spent using other app features. Findings suggest self-reflection could be a strength for fostering wellbeing when it is directed in a positive way.