Abstract
Difficulties in identifying the quality of students’ self-reflective practice can come forth from students who know about self-reflection because they have been informed about it but who do not intentionally use it to improve how they learn. The aim of this study was to explore and describe the construct of self-induced self-reflective thinking. Forty-one 11th-grade high-school students filled in open-ended questions regarding self-reflecting thinking. Qualitative analyses indicated that the construct was characterised as including an understanding that goes beyond a learned reaction in terms of providing a description of the process of self-reflective thinking. Consequences for reflective practice are discussed.
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