The Relation Between Cognitive Flexibility and Academic, Social and Emotional Self-Efficacy Beliefs Among Adolescents

Çelikkaleli, Öner

doi:10.15390/eb.2014.3467

Cited by 25 publications

(17 citation statements)

References 26 publications

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“…Consistent with previous findings the current research has revealed that cognitive flexibility predicts academic, social and emotional self-efficacy of adolescents (Akçay-Özcan & Kıran-Esen, 2016;Çelikkaleli, 2014;Kaptanbaş-Gürbüz & Sezgin-Nartgün, 2018). Self-efficacy is a core component of cognitive flexibility because the people need to believe that they have self-confident in producing the desired behaviour even if they are aware the alternative choices and willing to be flexible (Martin & Anderson, 1998).…”

Section: The Mediating Role Of Self-efficacysupporting

confidence: 91%

Cognitive Flexibility and Mental Well-Being in Turkish Adolescents: The Mediating Role of Academic, Social and Emotional Self-Efficacy

Demirtaş¹

2019

AN PSICOL-SPAIN

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Título: Flexibilidad cognitiva y bienestar mental en adolescentes turcos: El papel mediador de la autoeficacia académica, social y emocional. Resumen: La adolescencia es una etapa crítica de crecimiento y desarrollo en el ciclo de vida de un individuo. Debido a la importancia del éxito en el desarrollo durante esta etapa, con implicaciones del desarrollo adulto y la salud mental positiva, el presente estudio tiene como objetivo examinar los roles predictores de la flexibilidad cognitiva y la autoeficacia en el bienestar mental de los adolescentes turcos. Además, dado que se considera que la asociación entre la flexibilidad cognitiva y la autoeficacia tiene efectos cruciales en el bienestar mental de los adolescentes, se suponía que la autoeficacia académica, social y emocional podría mediar la relación entre la flexibilidad cognitiva y el bienestar mental. . Los participantes de la investigación están compuestos por 192 mujeres (49 %) y 200 hombres (51 %), Un total de 392 estudiantes de secundaria que asistían a cuatro escuelas secundarias diferentes se inscribieron en los grados 9-12, en una ciudad de Turquía. El Inventario de Flexibilidad Cognitiva, la Escala de Autoeficacia para Niños y la Escala de Bienestar Mental Warwick-Edinburgh se aplicaron en la recolección de datos. Los resultados mostraron que la flexibilidad cognitiva se correlacionó positivamente con las subdimensiones de autoeficacia y bienestar mental. Además, las subdimensiones de autoeficacia se correlacionan positivamente con el bienestar mental. Los resultados del modelo mediacional indicaron que la autoeficacia académica, social y emocional sirvió para mediar la relación entre la flexibilidad cognitiva y el bienestar mental. Los resultados de la investigación se discutieron a la luz de la literatura y se propusieron algunas sugerencias para expertos e investigadores en salud mental. El Inventario de Flexibilidad Cognitiva, la Escala de Autoeficacia para Niños y la Escala de Bienestar Mental Warwick-Edinburgh se aplicaron en la recolección de datos. Los resultados mostraron que la flexibilidad cognitiva se correlacionó positivamente con las subdimensiones de autoeficacia y bienestar mental. Además, las subdimensiones de autoeficacia se correlacionan positivamente con el bienestar mental. Los resultados del modelo mediacional indicaron que la autoeficacia académica, social y emocional sirvió para mediar la relación entre la flexibilidad cognitiva y el bienestar mental. Los resultados de la investigación se discutieron a la luz de la literatura y se propusieron algunas sugerencias para expertos e investigadores en salud mental.Abstract: Adolescence is a critical stage of growth and development in life-cycle of an individual. Because of the importance of developmental success during this stage, with implications of adult development and positive mental health, the current study aims to examine the predictor roles of cognitive flexibility and self-efficacy on mental well-being of Turkish adolescents. Moreover, as the association between cognitive ...

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Section: The Mediating Role Of Self-efficacysupporting

confidence: 91%

Cognitive Flexibility and Mental Well-Being in Turkish Adolescents: The Mediating Role of Academic, Social and Emotional Self-Efficacy

Demirtaş¹

2019

AN PSICOL-SPAIN

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“…No significant was found between social studies teacher candidates" cognitive flexibility levels and gender variable, which corresponds to the findings of the studies by Diril (2011) and Celikkaleli (2014). However, Altunkol (2011) and Sapmaz and Doğan (2013) found that the cognitive flexibility scores of the male are higher than those of the female.…”

Section: Conclusıonsupporting

confidence: 79%

“…The data were collected with a "Personal Profile Form" prepared by the researcher, "Cognitive Flexibility Scale" developed by Martin and Rubin (1995) and adapted to Turkish by Celikkaleli (2014), and "Metacognitive Learning Strategies Identification Scale" developed by Cöğenli and Güven (2014). The internal consistency coefficient of the Cognitive Flexibility Scale was .67 when it included the second item.…”

Section: Data Collection Toolsmentioning

confidence: 99%

“…However, when the second item was excluded from the scale, the internal consistency coefficient was .73. The internal consistency coefficient was calculated as .74 in the study conducted by Celikkaleli (2014). After the Metacognitive Learning Strategies Identification Scale was applied, the Cronbach alpha values were found as; Planning strategies .89, Observing strategies .91, Evaluation strategies .78 and Emotional strategies .83.…”

Section: Data Collection Toolsmentioning

confidence: 99%

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The Investigation of Social Studies Teacher Candidates Cognitive Flexibility Levels and Metacogniyive Learning Strategies in Terms of Different Variables

Körükçü

2020

Asian Journal of Education and Training

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The purpose of this research; social studies is to examine the relationship between the cognitive flexibility skills of teacher candidates and the learning strategies of supernatural (metacognitive learning strategies) in terms of various variables. The working (study) group of the research, who participated in the study on voluntary basis, is composed of a total of 150 social science teacher candidates; 94 female and 56 male ones who continue their education in the Department of Social Sciences Education at the Faculty of Education at a state university in Central Anatolia. and participate in volunteer work. "Cognitive Flexibility Scale" and "Bilingual Metacognitive Learning Strategies Identification Scale" were used as data collection tools in the research. Relational search screening model was used in the study. The data were analysed using the SPSS 20 program. According to the findings; it was determined found that the levels of cognitive flexibility levels of the social science teacher candidates were are moderate (in part agreeing partly agree) while metacognitive learning strategies identification levels were high.to determine the supra-learning strategies. It is concluded that the metacognitive learning strategies identification levels of female teacher candidates determination of supra-learning strategies are higher than those of male teacher candidates. On the other hand, it has been determined that there is no relationship between cognitive flexibility levels of social science teacher candidates and sex change gender.

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“…Cognitive flexibility allows people to see difficult conditions as manageable and amenable to several alternative solutions (Dennis & Vander Wal, 2010). It also helps individuals to change maladaptive thoughts into adaptive thoughts by reframing and reinterpreting situations to see the positive side of every obstacle faced (Çelikkaleli, 2014). We argue that with high flexibility job crafting can be done and contributes to people perceiving their work as a calling.…”

Section: Job Craftingmentioning

confidence: 99%

Discerning Work as a Calling: The Role of Job Crafting

Riasnugrahani

Riantoputra

Takwin

et al. 2019

The Career Development Quart

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On the basis of career construction theory (CCT), the authors aimed to describe mechanisms by which work may be perceived as a calling. They did so by measuring the mediation and moderation effects of job crafting and power distance orientation (PDO) within the relationship between cognitive flexibility and calling. PDO levels become essential for high‐power‐distance societies such as Indonesia because PDO can decrease proactive behaviors, such as job crafting. Three hundred four employees in Indonesia responded to measures of calling, PDO, job crafting, and cognitive flexibility. Analyses indicated that the relationship between cognitive flexibility and calling is mediated by cognitive crafting and moderated by PDO. Results support CCT as useful for understanding the mechanisms of calling. For a high‐power‐distance country, the process of discerning a calling is influenced by submissive attitudes toward a superior. Thus, in assisting job‐crafting processes, counselors should focus on the relationship between employees and their superiors.

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The Relation Between Cognitive Flexibility and Academic, Social and Emotional Self-Efficacy Beliefs Among Adolescents

Cited by 25 publications

References 26 publications

Cognitive Flexibility and Mental Well-Being in Turkish Adolescents: The Mediating Role of Academic, Social and Emotional Self-Efficacy

Cognitive Flexibility and Mental Well-Being in Turkish Adolescents: The Mediating Role of Academic, Social and Emotional Self-Efficacy

The Investigation of Social Studies Teacher Candidates Cognitive Flexibility Levels and Metacogniyive Learning Strategies in Terms of Different Variables

Discerning Work as a Calling: The Role of Job Crafting

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