Volume 13, Number 4

The Influence of Goal Setting and Reflective Journals in a Post-Pandemic Middle School Class Room

  Authors

Cort Casey, Southern Arkansas University, Arkansas

  Abstract

The study followed a sample of thirty seventh grade students at a suburban private school in Tennessee and observed the effects of having students start each morning setting goals, describing their perceived mindset, and writing about anything else that was “on their mind” or occupying their attention. Students kept these reflections in a dated journal. The progression of students’ self-perceived levels of stress and how students dealt with stress at school were tracked by the researcher through interviews to determine if creating a morning habit of practicing goal setting and introspective reflection later in the day would help students accomplish more and/ or influence their overall day. Participants engaged in goal setting and journal writing for one full semester (sixteen weeks). The qualitative results generated authentic impressions toward the journal experience and revealed positive feelings, particularly about goal setting and reflecting on their day. Participants also focused heavily on the importance of peer relationships and how they influence stress levels both positively and negatively. Additionally, the qualitative results yielded some perceived decrease in stress and increased feelings of being organized and “ready” for the school day based on the goal setting, journal writing, and reflection.

  Keywords

Anxiety, Stress, Middle School, Reflective Journal, Mindfulness.