This qualitative study explores the phenomenon of self-reflection from the point of view of 37 Harvard undergraduates. Participants included freshmen, sophomores, juniors, and seniors who had taken part in a voluntary program during their freshman year to help them reflect on their lives. The study, situated in a cognitive-developmental framework, examines how students characterize self-reflection and investigates the educational intervention to understand its appeal, salient features, and impact.;Students describe a process of pausing to purposefully examine varied facets of themselves (e.g. their values, goals, commitments, and/or past experiences), put different aspects of their lives in conversation with one another, and consider them in the context of their future -- an experience that I dub self-inquiry. Participants say self-inquiry can be challenging: it consumes precious time; they can feel vulnerable asking questions of themselves; and thinking about one's "self" can be overwhelming and/or become counter-productive. Nevertheless, they say self-inquiry is worthwhile because it provides assurance they are living authentically and well, makes them better people, and simply helps them feel more at-ease. Participants also express a need for help making time for self-inquiry and for scaffolding to support their self-thinking.;Participants unanimously agree the freshman reflection program is worthwhile. A majority attributes at least one outcome to the experience, such as changing majors and co-curricular involvements, altering self-reflective practices, assuming more responsibility for their decisions, and forming new relationships. Students say that reflecting on their lives in a small group was a comfortable and constructive experience and that conversing with peers they did not know well was particularly valuable. The findings reveal tips, activities, and cautions for educators who wish to scaffold and encourage self-reflection in one-to-one conversations with students or when facilitating small groups.;The conclusion considers limitations of the findings, examines implications for theories about reflection during emerging adulthood, and proposes questions for future research.
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