Abstracts - Earli

opinion) and indicated their planned study strategies. According to our assumptions, we found asignificant impact of study experience on strategy use, with senior students using a greater varietyof strategies. We also found that two SEAT scales contrasting different perspectives anddeveloping an own opinion both were able to predict how many strategies students use. Amediator analysis revealed that these two factors also mediate some of the impact of experience onthe development of learning strategies. Results are discussed in the context of students’development of learning strategies.Mirror mirror on the wall: Transforming perceptions of self -as- learner through critical selfreflectionJulie Willans, Central Queensland University, AustraliaJenny Mcdougall, Central Queensland University, AustraliaRoberta Harreveld, Central Queensland University, AustraliaMirror, mirror on the wall: Transforming perceptions of self-as-learner through critical selfreflectionCritical self reflection, though a potentially uncomfortable and even painful process forsome, can be instrumental in changing perceptions of self-as-learner. When adults are given theopportunity to reflect on themselves as learners, there is scope for increased confidence, andultimately, enhanced learning potential. According to Cranton’s (2002) concept of perspectivetransformation, critical self reflection entails the scrutiny of assumptions, their origins, theconsequences of retaining them, and why they are important. Cranton (2002) argues that theprocess of articulating these assumptions is integral to this process. This paper examines the 13week learning journey of a small group of adults as they engaged in a pre-university preparatoryprogram. Using categorical analysis to analyse data from a series of individual and groupinterviews, findings from this study show how the practice of self-reflection was instrumental intransforming their beliefs about themselves, and, in so doing, developing their potential forlearning. Not only could they describe how they had perceived themselves, in some cases theycould articulate the reasons why they had held these assumptions and how these beliefs hadchanged over time. Even when students could not analyse their self-perceptions to this degree, thelanguage they used to describe themselves became more positive. Findings from this study suggestthat the process of critical self-reflection is an integral part of perspective transformation for somelearners. Thus, when educators plan for transformation by giving students opportunities to engagein critical self-reflection, enhanced learning potential is possible.– 834 –