The importance of reflection during learning process is widely recognized. Drawing on the literature, this article presents a study where students were stimulated to reflect during experiential learning, in order to both re- and de- contextualize their knowledge. We describe how different levels of prompted reflection can be related to academic performance and perceptions of the learning process. We found positive relationships between prompting reflection and the academic performance. It is therefore argued that prompting reflection leads to higher levels of reflection and better performance in writing. The results also show that higher levels of reflection do not have to diminish students’ motivation, perception of usefulness, interest and enjoyment during learning. Finally, the results reveal needs for encouraging more collaborative reflection during learning.

反思在学习过程中的重要性已得到广泛认可。本文借鉴文献，提出了一项研究，激发学生在体验式学习过程中进行反思，以重新认识和去上下文化他们的知识。我们描述了不同程度的提示性思考如何与学习成绩和对学习过程的理解有关。我们发现促进反思与学习成绩之间存在积极关系。因此，有人认为，促进反思会导致更高层次的反思和更好的写作表现。结果还表明，更高水平的反思并不一定会削弱学生的学习动机，对有用性的感知，兴趣和享受。最后，