Conference Agenda

This study examines structured self-reflection as a formative assessment tool within a Visual Communication Design Studio incorporating the service-learning (S-L) methodology, analysing motivational dynamics experienced by twenty undergraduate students. Using Thematic Analysis of 420 weekly responses, the study draws on Self-Determination Theory (SDT) to map reflections on strengths, weaknesses, and intentions against needs for autonomy, competence, and relatedness. The analysis revealed a consistent pattern: strengths centred on competence and relatedness, while weaknesses highlighted motivational tensions and emotional blockages regarding self-regulation and project management. The dominant dynamic was the interplay between autonomy and relatedness, with “teamwork” emerging as the most recurrent goal. The reflective instrument helped externalise tacit struggles and, as a micro-intervention, guided students from reflection-on-action toward self-regulated, actionable goals. Findings suggest that design studio tutors could utilise this dual-layered evidence—addressing disciplinary and psychological processes—to provide targeted feedback supporting students’ relational and self-regulatory needs.