The research aims to investigate the relationships between cognitive flexibility, learner autonomy, and reflective thinking and the mediating role of cognitive flexibility in the effect of reflective thinking on learner autonomy. In this regard, the research was formulated as a relational comparison study. In the study, data were obtained by use of the “Cognitive Flexibility Scale”, “Learner Autonomy Scale” and “Reflective Thinking Scale”. The study population consisted of 483 student teachers in three state universities in Turkey. “Pearson Product Moment Correlation Coefficient” and “Path Analysis Model” were utilized for analysis. In conclusion, it was found out that reflective thinking was a positive significant predictor of cognitive flexibility, and the increase in reflective thinking had an increasing effect on cognitive flexibility. It was also determined that cognitive flexibility was a positively significant predictor of learner autonomy and the increase in cognitive flexibility skill had an increasing effect on learner autonomy. Within the context of the results, practices that support the development of “cognitive flexibility skills”, “learner autonomy” and “reflective thinking skills” can be included in teacher training programs, which can have a positive effect on the improvement of these skills of student teachers and raising qualified teachers in addition to that the quality in the learning-teaching process will be positively affected.

本研究旨在探讨认知灵活性、学习者自主性和反思性思维之间的关系，以及认知灵活性在反思性思维对学习者自主性影响中的中介作用。在这方面，该研究被制定为关系比较研究。在研究中，数据是通过使用“认知灵活性量表”、“学习者自主量表”和“反思性思维量表”获得的。研究人群由土耳其三所国立大学的 483 名学生教师组成。利用“Pearson积矩相关系数”和“路径分析模型”进行分析。总之，发现反思性思维是认知灵活性的积极显着预测因子，反思性思维的增加对认知灵活性的影响越来越大。还确定认知灵活性是学习者自主性的积极预测因子，认知灵活性技能的增加对学习者自主性的影响越来越大。在结果的背景下，支持“认知灵活性技能”、“学习者自主性”和“反思性思维技能”发展的实践可以包括在教师培训计划中，这可以对提高这些技能产生积极的影响此外，学生教师和培养合格的教师也会对学习-教学过程的质量产生积极影响。