RiL-ASE-LA

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.

研究假设：本数据集的收集旨在探讨学术自我效能是否在个体对其学习经验的反思与学习自主性之间起到中介作用。研究假设“学术自我效能在学习反思与学习自主性之间的联系中扮演着中介角色”。
数据收集：数据来自土耳其一所州立大学的593名职前教师，通过Google Forms进行收集。研究采用了三个量表：

学习反思量表（RLS）：由Sobral（2000）开发，并由Elaldı和Semerci（2018）改编为土耳其语，该量表包含10个项目，采用7点李克特量表测量反思性学习。
学术自我效能量表（ASES）：由Jerusalem和Schwarzer（1981）创建，并由Yılmaz、Gürçay和Ekici（2007）改编，该量表包含7个项目，采用4点李克特量表评估学术自我效能信念。
自主学习量表（ALS）：由Macaskill和Taylor（2010）开发，并由Arslan和Yurdakul（2015）改编，该量表包含12个项目，采用5点李克特量表测量学习自主性。

数据描述：数据集包括性别（CINS）、系别（BOLUM）、年级（SINIF）、反思学习水平（X）、学术自我效能（M）和学习自主性（Y）等变量。数据以SPSS格式存储，结构设计旨在便于进行各种分析。在编码方面，性别（CINS）表示为1=女性，2=男性；系别（BOLUM）的编码如下：1=小学数学教育，2=英语语言教育，3=小学教育，4=土耳其语教育。年级（SINIF）的编码为1=一年级，2=二年级，3=三年级，4=四年级。

数据解读：研究者可以利用此数据集探究反思学习对学术自我效能和学习自主性的影响。建议使用SPSS进行相关性、回归或中介分析。

使用：本数据集可用于涉及类似人口统计学群体的研究中，以考察学习自主性与学术自我效能之间的关系，或用于进一步研究反思学习。