Twelve studies addressed the contextual influences which hinder or enable the develop- ment of reflection and reflective capability. Several studies explored the effect of context on reflection and reflective thinking. Sobral (2000) found evidence for improved quality of learning as students strive for control of their learning. He suggests that a greater effort at reflection is associated with a more positive learning experience, and that reflection in learning is related to readiness for self- regulated learning, and to the meaningfulness of the experience. Boenink et al. (2004) speculated that student fatigue and interest in responding to clinical situation vignettes may have accounted for the difference between pre- and.
