The Relationship between Active Participation in Practice-Based Courses and Learning Agility, Academic Self-Discipline, Reflective Thinking, and Self-Awareness: A Quasi-Experimental Study with Turkish Pre-Service Physical Education Teachers

Authors : Hasan Ceyhun Can, Yunus Emre Yarayan, Emine Büşra Yılmaz, Ferman Konukman

Pages : 339-353

Doi:10.62425/rses.1727109

View : 203 | Download : 357

Publication Date : 2025-12-25

Article Type : Research Paper

Abstract :This study examines the effects of active participation in learning environments on learning agility, academic self-discipline, reflective thinking and self-awareness of physical education teacher candidates. The study was conducted with a pre-post-test control group quasi-experimental design. The study sample consists of 67 (33 experimental, 34 control) teacher candidates in Istanbul, Türkiye. According to the findings, a significant increase was observed in the learning agility levels of the participants in the experimental group. On the other hand, no significant difference was found between the groups regarding academic self-discipline, reflective thinking tendency and integrative self-awareness. The findings show that constructivist learning environments are effective in developing skills that require cognitive flexibility, such as learning agility; however, longer-term, structured and guidance-based interventions are needed to develop individual and affective skills, such as self-discipline, reflective thinking and self-awareness.
Keywords : Aktif Katılım, Öğrenme Çevikliği, Akademik Öz Disiplin, Yansıtıcı Düşünme, Öz Farkındalık, Beden Eğitimi ve Spor Öğretmen Adayı

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