Measuring social work students reflective learning through role-play and writing

V. Nikki Jones, Laneshia R. Conner

Research output: Contribution to journalArticlepeer-review

1 Scopus citations


Reflective learning encourages critical thinking, self-awareness, and self-regulation. Role-play and writing exercises benefit reflective learning. Both approaches enhance student learning and support the development of a professional self. This exploratory study surveyed participants (N = 29) enrolled in an undergraduate social work course before and after role-play and reflective writing to determine if either method contributed to perceptions of reflective learning. The study utilized the Self-reported Reflective Learning Questionnaire—student version, an 18-item scale measuring reflective learning perception. Statistical analyses indicated a significant difference in perceptions of reflective learning following a combination of role-play with reflective writing. Future research should explore the impact of role-play with reflective writing to influence the values and professional behavior of social work students.

Original languageEnglish
Pages (from-to)861-871
Number of pages11
JournalSocial Work Education
Issue number7
StatePublished - 2021

Bibliographical note

Publisher Copyright:
© 2020 Informa UK Limited, trading as Taylor & Francis Group.


  • Reflective learning
  • reflective practice
  • reflective writing
  • role-play
  • social work

ASJC Scopus subject areas

  • Education
  • Social Sciences (miscellaneous)


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