A goal of many university physics courses is that students increase their appreciation of physics as an evidence-based way of understanding the world, and that they begin to develop their self-identity as scientists. Discouragingly, studies have found that students attitudes about science are very difficult to affect positively. In our "structured quantitative inquiry" first-year physics lab course (SQILab) at the University of British Columbia, we have introduced weekly reflection activities specifically targeting students' beliefs about the nature of science and their self-identification as scientists. We measure student attitudes using the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS). Our preliminary results indicate that the SQILabs curriculum with these activities does not produce significantly better outcomes for student attitudes than SQILabs without these activities, but that student attitudes do increase in all SQILabs courses on the portion of the E-CLASS that targets central SQILabs learning goals.