Orakçı, Şenol2021-07-012021-07-0120211871-1871https:/dx.doi.org/10.1016/j.tsc.2021.100838https://hdl.handle.net/20.500.12451/8241The 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.eninfo:eu-repo/semantics/embargoedAccessCognitive FlexibilityLearner AutonomyReflective ThinkingStudent TeachersTeacher TrainingArticle41---10.1016/j.tsc.2021.100838Q1WOS:000700588400017Q1