Abstract

• This study aimed to investigate reflective learning, cognitive styles and academic behavioral confidence of student teachers in Myanmar. The explanatory sequential design was used in this study. A total of 846 student teachers from Education Degree Colleges participated in the quantitative study. The results of one-way MANOVA indicated that there were significantly differences of reflective learning and academic behavioral confidence by cognitive styles. Moreover, the finding of this study revealed that student teachers with integrated style and systematic style were higher in reflective learning and academic behavioral confidence than those with split style, undifferentiated style and intuitive style. The correlation results indicated that reflective learning and academic behavioral confidence were significantly positive inter-correlated in split style, undifferentiated style and integrated style. A qualitative follow-up study was conducted by semi-structured interview with 20 selected student teachers based on the results of quantitative study. The interview results supported prominently the findings of quantitative study and indicated that there was relationship between reflective learning and academic behavioral confidence in each cognitive style.