#1146: Exploring Reflection Quality: Divergent Self-Efficacy Outcomes in Makerspaces

Makerspaces are often promoted as environments that build student self-efficacy (Morado et al., 2021), yet not all learners experience gains. This exploratory mixed-methods study examines the relationship between reflection quality and changes in self-efficacy within a semester-long makerspace course. Thirteen graduate students were categorized into gain (n = 7) and loss (n = 6) groups based on pre/post survey scores. Two early reflections per student were coded using ten categories and analyzed for length, breadth, depth, and structure using epistemic network analysis (ENA). Qualitative examples illustrated how these patterns manifested in reflective writing. While both groups produced reflections of similar length and breadth, they diverged in depth and structure. The gain group developed integrative structures linking challenges to evaluation, learning, and future planning, while the loss group provided descriptive accounts of challenges and problem-solving. Findings suggest that reflection quality, not quantity, distinguishes self-efficacy trajectories and that deliberately scaffolding evaluative, forward-looking reflection could potentially support self-efficacy growth in makerspaces.