The shift in contemporary workplaces has caused higher education institutions to place importance on developing non-academic attributes along with academic success to help students accomplish academic and occupational goals. Reflective and integrative learning as a cumulative process of students’ experiences inside and outside the classroom during university years can facilitate the development of desired attributes among undergraduates. The current study, grounded in Biggs’ (Higher education research and development, 12(1), 73-85, 1993) 3P model approach, investigated the role of student-faculty interaction, assessment and feedback, and campus environment as presage factors, and reflective and integrative learning as the process factor and academic and soft skills gain as the product factors into a full mediation model. A total of 1892 final year Malaysian undergraduate students from 18 universities across Malaysia participated in the cross-sectional survey study. The hypothesized model was tested using structural equation modeling. The results revealed that reflective and integrative learning fully mediates the relationship between student-faculty interaction, assessment and feedback, campus environment, and academic and soft skills gains. The implications for teaching and learning and student development are discussed.

当代工作场所的转变已导致高等教育机构重视发展非学术属性以及学术成就，以帮助学生实现学术和职业目标。在大学期间，反思性和整合性学习是学生在课堂内外的经验积累过程，可以促进本科生所需属性的发展。本研究基于Biggs（高等教育研究与发展，12（1），73-85，1993）3P模型方法，研究了师生互动，评估和反馈以及校园环境作为预兆因素，而反思性和综合性学习作为过程因素以及学术和软技能的作用将产品因素转化为完整的调解模型。来自马来西亚18所大学的最后一年的1892名马来西亚大学本科生参加了横断面调查研究。使用结构方程模型对假设的模型进行了测试。结果表明，反思性和整合性学习完全调节了师生互动，评估和反馈，校园环境以及学术和软技能获取之间的关系。讨论了对教学和学生发展的影响。