The The Mediating Role of Learning Strategies in the Relationship between Cognitive Flexibility and Reflective Thinking among Pre-Service Teachers: A Path Analysis Approach

Tasaduk Musood; Birender Kaur

doi:10.20343/teachlearninqu.14.8

Authors

Tasaduk Musood Akal University https://orcid.org/0009-0002-5501-9297
Birender Kaur Akal University

DOI:

https://doi.org/10.20343/teachlearninqu.14.8

Keywords:

reflective thinking, learning strategies, cognitive flexibility, pre-service teachers

Abstract

Reflective thinking is widely regarded as a fundamental element in teacher preparation, as it encourages self-awareness, informed decision-making, and sustained professional development. While the value of reflective thinking is well established, limited empirical research focuses on how cognitive flexibility contributes to its development. Additionally, the role of learning strategies as a potential mediator in this relationship remains underexplored—particularly within the context of pre-service teacher education. To address this gap, the present study examined whether learning strategies mediate the relationship between cognitive flexibility and reflective thinking among pre-service teachers. The researchers employed a descriptive research design and gathered data using simple random sampling from a sample of 450 pre-service teachers enrolled in bachelor of education programs across government and government-aided institutions in Punjab, India. Data collection involved the use of three validated instruments: the Reflective Thinking Scale, the Learning Strategies Scale and the Cognitive Flexibility Inventory. Correlation analysis indicated strong positive relationships among all three constructs, with cognitive flexibility showing the strongest association with reflective thinking (r = .860, p < .001). Further, multiple regression analysis revealed that both cognitive flexibility and learning strategies significantly predicted reflective thinking, together explaining 74.2% of the variance. Mediation analysis confirmed that learning strategies partially moderated the relationship between cognitive flexibility and reflective thinking. The findings underscore the significance of cognitive flexibility and strategic learning in enhancing reflective practice across diverse educational settings, informing instructional design and policy development.

Author Biographies

Tasaduk Musood, Akal University

Tasaduk Musood (India) is a PhD scholar at the Department of Education, Akal University, Talwandi Sabo, Punjab. Her research interests are higher education, internal migration, educational psychology, teacher education, cognitive flexibility, mindful attention awareness, and resilience.
Birender Kaur, Akal University

Birender Kaur (India) is currently serving as an assistant professor in the Department of Education at Akal University, Talwandi Sabo, Punjab. With nine years of academic experience, she is engaged in research in the areas of educational psychology and teacher education.

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