Öğrenen Özerkliğinde Bir Katalizör Olarak Yansıtma: Akademik Özyeterliğin Aracılık Rolünün İncelenmesi

Abstract

Öğrenmenin içsel süreçlerini anlamak, bireysel gelişimi açıklamada ve öğrenme etkinliklerini değerlendirmede temel bir unsurdur. Bu çalışma, öğrenme deneyimleri üzerine yapılan yansıtmalar ile öğrenen özerkliği arasındaki ilişkide akademik özyeterliğin aracılık rolünü ortaya koymayı amaçlamaktadır. Veriler, 579 öğretmen adayından Yansıtıcı Öğrenme Anlayışı Ölçeği, Akademik Özyeterlik Ölçeği ve Özerk Öğrenme Ölçeği kullanılarak toplanmıştır. Aracılık analizi sonucunda elde edilen bulgular, bu yapılar arasında güçlü bir ilişki bulunduğunu ve akademik özyeterliğin öğrenmede yansıtma ile öğrenen özerkliği arasında kısmi aracı rol üstlendiğini göstermiştir. Bu bulgular temelinde, yansıtıcı davranışlar ile akademik özyeterliğin desteklenmesinin öğrenen özerkliğini anlamlı ölçüde artırabileceği ve eğitim çıktılarını iyileştirebileceği ileri sürülebilir. Bu doğrultuda, öğretmen ve akademisyenlerin öğrenci özerkliğini artırmada yansıtıcı etkinliklere ve akademik özyeterliği geliştirici stratejilere odaklanmaları önerilmektedir.

Keywords

• Akademik Özyeterlik
• Öğrenen Özerkliği
• Öğrenmede Yansıtma
• Öğretmen Adayları

Ethical Statement

Tüm prosedürler, 1964 Helsinki Bildirgesi ve güncellemeleri ile etik standartlara uygun biçimde gerçekleştirilmiştir. Ayrıca, bu araştırma için yazarların bağlı bulunduğu kurumdan etik kurul onayı alınmıştır.

Reflection as a Catalyst for Learner Autonomy: Investigating the Mediating Role of Academic Self-Efficacy

Abstract

Understanding the internal processes of learning is a fundamental aspect of explaining individual development and evaluating learning activities. This study aims to reveal the mediating role of academic self-efficacy in the relationship between individuals’ reflections on their learning experiences and their learner autonomy. Data were collected from 579 pre-service teachers using the Reflection-in-Learning Scale, Academic Self-Efficacy Scale, and Autonomous Learning Scale. The mediation analysis indicated a substantial correlation among these constructs, with academic self-efficacy serving as a partial mediator between reflection-in-learning and learner autonomy. Based on the findings, promoting reflective behaviors and enhancing academic self-efficacy can substantially enhance learner autonomy and improve educational outcomes. In this regard, it is recommended that teachers and academics focus on reflective activities and strategies aimed at strengthening self-efficacy to promote learner autonomy.

Keywords

• Reflection-in-Learning
• Learner Autonomy
• Academic Self-Efficacy
• Pre-Service Teachers

Ethical Statement

All procedures were performed under the 1964 Helsinki Declaration and its later amendments or comparable ethical standards. Also, ethical committee approval for this study was obtained from the authors’ institution.

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