Investigation of the relationship between high school students' responsibility levels for learning and reflective thinking skills

This study aims to examine the relationship between high school students' levels of responsibility for learning and their reflective thinking skills in terms of various variables. Conducted using a general survey model, data were collected from 522 ninth, tenth, eleventh, and twelfth-grade students at eight secondary schools in the central district of Erzincan. The Personal Information Form, the Learning Responsibility Scale-II and the Secondary Education Reflective Thinking Skills Scale developed for this study were used as data collection tools. The reliability of the Secondary Education Reflective Thinking Skills Scale was tested through exploratory and confirmatory factor analyses during its development. According to the research results, students' learning responsibility and reflective thinking skills are at a high level. It was determined that the level of reflective thinking skills is higher among male students than female students, that it is low at the ninth-grade level but develops from the tenth grade onwards and continues at a similar level thereafter, and that there are significant differences according to school type. It was observed that while the educational status of the father had no effect on students' reflective thinking skills, the educational level of the mother increased these skills to a significant degree. It was determined that reflective thinking skills had a positive and significant effect on academic achievement and that the level of responsibility for learning significantly predicted reflective thinking skills.