AN EXPLORATION OF JOURNALING ACTIVITIES AS A SELF-REGULATED LEARNING STRATEGY AMONG HIGH-ACHIEVING STUDENTS

Abstract

High-achieving students' ability to self-regulate their learning is often a primary factor in managing dense academic workloads. While journaling is increasingly recognized as a reflective tool, its role in operationalizing Self-Regulated Learning (SRL) among high-achieving students remains under-explored. This study explores how high-achieving students interpret journaling as a strategic mechanism for SRL. Using an Interpretative Phenomenological Analysis (IPA) design, three high-achieving students at Universitas Pendidikan Indonesia who routinely engage in journaling were interviewed in depth. Data were analyzed using IPA principles, with a three-phase self-regulated learning framework serving as the theoretical lens. Findings demonstrate that journaling serves as a multidimensional medium enabling participants to navigate the three phases of SRL: forethought (setting targets and learning strategies), performance (providing self-instruction to mitigate procrastination), and self-reflection (processing positive emotions and conducting decision-making risk analysis). This study offers empirical insights into journaling as an actionable SRL strategy and suggests that future research expand to broader student populations to capture more diverse interpretations.