"Effects of Reflective Journaling and Nudges on Academic Motivation and" by Lakshmi Satya Sai Veda Mahita Uppuluri

Date of Award

5-2025

Document Type

Thesis

Degree Name

Master of Science (MS)

Department

Electrical Engineering and Computer Science

First Advisor

Thomas C. Eskridge

Second Advisor

Patrick D. Converse

Third Advisor

Khaled Slhoub

Fourth Advisor

Brian A. Lail

Abstract

This study investigates the effects of reflective journaling and motivational nudges on academic motivation and engagement among college students. Grounded in Self- Determination Theory (SDT), the research examines how different interventions influence intrinsic motivation, and academic behaviors such as class attendance, participation, and preparation. The study employed a between-group experimental design with three conditions: a control group, a journaling group, and a journaling group that also received daily motivational nudges. Results showed that students in the journaling groups—particularly those who received nudges—experienced a significant increase in academic motivation. While changes in academic engagement were not significant, the effect size suggested a moderate practical impact. Furthermore, participants in the nudged group demonstrated more consistent engagement with the journaling activity, as evidenced by fewer skipped entries, supporting the potential role of nudges in habit formation. These findings suggest that reflective journaling, when combined with timely and supportive prompts, can enhance motivation and foster consistent academic habits. The study contributes to the growing body of research on low-cost, scalable interventions for improving student outcomes.

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