RiL-ASE-LA
Description
Research Hypothesis: This dataset was collected to investigate whether academic self-efficacy mediates the relationship between individuals’ reflections on their learning experiences and their learner autonomy. The study hypothesizes that “academic self-efficacy plays a mediating role in the link between reflection-in-learning and learner autonomy.” Data Collection: Data was collected from 593 pre-service teachers at a state university in Turkey through Google Forms. The study employed three scales: Reflection-in-Learning Scale (RLS): Developed by Sobral (2000) and adapted into Turkish by Elaldı and Semerci (2018), this 10-item scale measures reflective learning on a 7-point Likert scale. Academic Self-Efficacy Scale (ASES): Created by Jerusalem and Schwarzer (1981) and adapted by Yılmaz, Gürçay, and Ekici (2007), this 7-item scale evaluates academic self-efficacy beliefs on a 4-point Likert scale. Autonomous Learning Scale (ALS): Developed by Macaskill and Taylor (2010) and adapted by Arslan and Yurdakul (2015), this 12-item scale measures learner autonomy on a 5-point Likert scale. Data Description: The dataset includes variables such as gender (CINS), department (BOLUM), grade level (SINIF), reflective learning level (X), academic self-efficacy (M), and learner autonomy (Y). Stored in SPSS format, the dataset is structured to facilitate various analyses. For coding, gender (CINS) is represented as 1 = female, 2 = male; department (BOLUM) is coded as follows: 1 = Elementary Mathematics Education, 2 = English Language Education, 3 = Primary Education, 4 = Turkish Language Education. Grade level (SINIF) is coded as 1 = 1st year, 2 = 2nd year, 3 = 3rd year, 4 = 4th year. Data Interpretation: Researchers can use this dataset to explore the impact of reflective learning on academic self-efficacy and learner autonomy. Analyses such as correlation, regression, or mediation are recommended using SPSS. Usage: This dataset can be referenced in studies involving similar demographic groups to examine relationships between learner autonomy and academic self-efficacy or to conduct further research on reflective learning.