Table 1.

Conceptual definitions that explicitly link metacognition to reflection

Authors	Overlapping definitions
Davis. (2000, p. 343)	“Reflection as metacognition was the heart of the matter.”
Seifert (2007, p. 15)	“Metacognition and metacognitive reflection are, therefore, considered to be constructs that enable the learner to think about his or her thinking, and this type of reflection may impact learning outcomes if encouraged and developed.”
Sandars (2009, p. 685)	“Reflection is a metacognitive process that creates a greater understanding of both the self and the situation so that future actions can be informed by this understanding.”
Dinsmore et al. (2008b, p. 18)	“Metacognition deals primarily with reflective abstraction of new or existing cognitive structures.”
Hargis and Marotta (2011, p. 36)	“Reflection is an ideal activity to encourage metacognitive insight.”
Siddiqui and Dubey (2018, p. 485)	“Metacognition involves deep reflection on the cognitive processes and then regulation of those processes to maximize learning. Metacognitive skills help learners to reflect on the task at hand and also in action and on action; it also helps learners to reflect on their own reflections, thus leading to learning that is self-directed, goal oriented and self-evaluated.”
Candy et al., (1985, p. 141)	“Reflection is thus ‘meta-thinking’ (thinking about thinking) in which we consider the relationship between our thoughts and action in a particular context.”