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Cognitive Flexibility and Problem Solving Skills Levels of High School Students: A Descriptive and Correlational Study

Year 2023, Volume: 6 Issue: 3, 649 - 656, 15.10.2023
https://doi.org/10.38108/ouhcd.1141062

Abstract

Objective: This study aimed to determine the relationship between cognitive flexibility and problem solving of high school students.
Methods: The descriptive study was conducted with 382 students studying at a Social Sciences High School in the Central Anatolian Region. Student Information Form, Cognitive Flexibility Scale, and Problem Solving Inventory were used to collect data. Comparisons were made with Mann Whitney U and Kruskal Wallis tests. The relationship between the variables was investigated with the Spearman Correlation test.
Results: The students' cognitive flexibility scale mean score was 51.45±8.51. The problem-solving inventory total score average was 96.43±19.92, the problem-solving ability confidence dimension average was 31.28±8.84, the approach-avoidance dimension average was 48.29±11.37, and the personal control dimension average was 16.85±3.51. There was a moderate and negative relationship between cognitive flexibility and problem-solving (r = -0.490, p < 0.01).
Conclusion: As students' cognitive flexibility levels increased, their problem-solving skills also increased. Therefore, intervention programs should be planned and implemented to improve high school students' cognitive flexibility and problem-solving skills.

References

  • Acosta-Gómez MG, De la Roca-Chiapas JM, Zavala-Bervena A, Cisneros AER, Pérez VR, Rodrigues CDS ve ark. (2018). Stress in high school students: A descriptive study. Journal of Cognitive Behavioral Therapy, 1(1), 1-10.
  • Amanak K, Demirkol İ, Kuru Z. (2019). Ebelik öğrencilerinin problem çözme becerileri ile öz etkililik yeterlik düzeyleri arasındaki ilişki. Düzce Üniversitesi Sağlık Bilimleri Enstitüsü Dergisi, 9(2), 71-75. https://doi.org/10.33631/duzcesbed.503205.
  • Arıcı-Özcan N. (2019). The mediator role of cognitive flexibility and mindfulness in relationship between perceived stress and distress tolerance among university students. European Journal of Education Studies, 6(9), 316-332. https://doi.org/10.5281/zenodo.3596983
  • Assana S, Laohasırıwong W, Rangseekajee P. (2017). Quality of life, mental health and educational stress of high school students in the northeast of Thailand. Journal of Clinical and Diagnostic Research, 11(8), 1-6. https://doi.org/10.7860/JCDR/2017/29209.10429
  • Buğa A, Özkamalı E, Wise FA, Çekiç A. (2018). Üniversite öğrencilerinin bilişsel esneklik düzeylerine göre sosyal problem çözme tarzlarının incelenmesi. Gaziantep Üniversitesi Eğitim Bilimleri Dergisi, 2(1), 48-58.
  • Chen X, He J, Fan X. (2022). Relationships between openness to experience, cognitive flexibility, self-esteem, and creativity among bilingual college students in the U.S. International Journal of Bilingual Education and Bilingualism, 25(1), 342-354. https://doi.org/10.1080/13670050.2019.1688247
  • Çelikkaleli Ö. (2014). Bilişsel esneklik ölçeği’nin geçerlik ve güvenirliği. Eğitim ve Bilim, 39(176), 339-346.
  • Deb S, Strodl E, Sun J. (2015). Academic stress, parental pressure, anxiety and mental health among Indian high school students. International Journal of Psychology and Behavioral Sciences, 5(1), 26-34. https://doi.org/10.5923/j.ijpbs.20150501.04
  • Demirtaş AS. (2020). Cognitive flexibility and mental well-being in Turkish adolescents: The mediating role of academic, social and emotional self-efficacy. Anales De Psicología, 36(1), 111-121. https://doi.org/10.6018/analesps.336681
  • Dupere V, Leventhal T, Dion E, Crosnoe R, Archambault I, Janosz M. (2015). Stressors and turning points in high school and dropout: A stress process, life course framework. Review of Educational Research, 85(4), 591-629. https://doi.org/10.3102/0034654314559845
  • Durmuş M, Okanlı A. (2018). Üniversite öğrencilerinin problem çözme becerileri ile psikolojik dayanıklılık düzeylerinin değerlendirilmesine yönelik bir araştırma. Yaşam Becerileri Psikoloji Dergisi, 2(4), 177-189.
  • Erkin Ö, Göl İ. (2021). Sağlık bilimleri fakültesi öğrencilerinin bilişsel esneklik ve yaratıcılık düzeyleri arasındaki ilişkinin incelenmesi. Sağlık Akademisyenleri Dergisi, 8(2), 97-102.
  • Esen-Aygun H. (2018). The relationship between pre–service teachers’ cognitive flexibility and interpersonal problem solving skills. Eurasian Journal of Educational Research, 77, 105-128.
  • Güleç S. (2020). Lise öğrencilerinde bilişsel esneklik ile psikolojik sağlamlık arasındaki ilişkide yaşam amaçlarının aracı rolü. Gelişim ve Psikoloji Dergisi, 1(1), 27-35.
  • Heppner PP, Peterson CH. (1982). The development and implications of a personal-problem solving inventory. Journal of Counseling Psychology, 29, 66-75.
  • Kara NŞ, Çetin MÇ, Dönmez A, Çağın M. (2020). The relationship between cognitive flexibility and the meaning of life: A research on the students of the faculty of sport sciences. Turkish Journal of Sport and Exercise, 22(1), 142-149.
  • Kercood S, Lineweaver TT, Frank CC, Fromm ED. (2017). Cognitive flexibility and its relationship to academic achievement and career choice of college students with and without attention deficit hyperactivity disorder. Journal of Postsecondary Education and Disability, 30(4), 327-342.
  • Khasawneh MAS. (2021). Cognitive flexibility of students with learning disabilities in English language and its relationship to some variables. International Journal of Education, 9(3), 49-56.
  • Koç Z, Koyuncu S, Sağlam Z. (2015). Sağlık yüksekokulu hemşirelik ve ebelik öğrencilerinin problem çözme beceri düzeyleri ve etkileyen faktörler. Hemşirelikte Eğitim ve Araştırma Dergisi, 12(1), 41-50. https://doi.org/10.5222/HEAD.2015.041
  • Martin MM, Rubin RB. (1995). A new measure of cognitive flexibility. Psychological Reports, 76, 623-626.
  • Ozturk-Eyimaya A, Sezer TA, Tezel A. (2022). Self‐control and problem‐solving skills of undergraduate nursing program students, and an analysis of influential factors. Perspectives in Psychiatric Care, 58, 464-470. https://doi.org/10.1111/ppc.12864
  • Rudnik A, Piotrowicz G, Basińska MA, Rashedi V. (2019). The importance of cognitive flexibility and flexibility in coping with stress for the quality of life in inflammatory bowel disease patients during biological therapy: A preliminary report. Gastroenterology Review, 14(2), 121-128.
  • Şahin N, Şahin NH, Heppner PP. (1993). Psychometric proporties of the problem solving inventory in a group of Turkish university students. Cognitive Therapy and Research, 4(17), 379-396.
  • Turan N, Durgun H, Kaya H, Ertaş G, Kuvan D. (2019). Hemşirelik öğrencilerinin stres durumları ile bilişsel esneklik düzeyleri arasındaki ilişki. Journal of Academic Research in Nursing, 5(1), 59-66.
  • Tüfeçibaşı S, Şahin M. (2020). Investigation of the relationship between cognitive flexibility levels and personal features of university students. International Journal of Psychology and Educational Studies, 1(1), 142-151. https://doi.org/10.17220/ijpes.2020.02.013.
  • Uysal N, Manavoğlu B. (2019). Hemşirelik öğrencilerinin problem çözme becerilerinin incelenmesi. Sağlık ve Yaşam Bilimleri Dergisi, 1(1), 1-5.

Lise Öğrencilerinin Bilişsel Esneklik ve Problem Çözme Beceri Düzeyleri: Tanımlayıcı ve İlişkisel Bir Çalışma

Year 2023, Volume: 6 Issue: 3, 649 - 656, 15.10.2023
https://doi.org/10.38108/ouhcd.1141062

Abstract

Amaç: Bu çalışmada, lise öğrencilerinin bilişsel esneklik ile problem çözme becerilerinin ve aralarındaki ilişkinin belirlenmesi amaçlanmıştır.
Yöntem: Tanımlayıcı türdeki araştırmanın örneklemini İç Anadolu Bölgesinde bulunan bir Sosyal Bilimler Lisesi'nde öğrenim gören 382 öğrenci oluşturmuştur. Verilerin toplanmasında, Öğrenci Bilgi Formu, Bilişsel Esneklik Ölçeği ve Problem Çözme Envanteri kullanılmıştır. Mann Whitney U ve Kruskal Wallis testleri ile karşılaştırmalar yapılmıştır. Spearman Korelasyon testi ile değişkenler arasındaki ilişki araştırılmıştır.
Bulgular: Öğrencilerin bilişsel esneklik ölçeği puan ortalaması 51.45±8.51’dir. Problem çözme envanteri toplam puan ortalaması 96.43±19.92 olup problem çözme yeteneğine güven boyutu puan ortalaması 31.28±8.84, yaklaşma kaçınma boyutu puan ortalaması 48.29±11.37 ve kişisel kontrol boyutu puan ortalaması 16.85±3.51’dir. Bilişsel esneklik ile problem çözme arasında orta düzeyde ve negatif yönde bir ilişki vardır (r = -0.490, p < 0.01).
Sonuç: Öğrencilerin bilişsel esneklik düzeyleri arttıkça problem çözme becerileri de artmıştır. Bu nedenle lise öğrencilerinin hem bilişsel esneklik düzeylerini hem de problem çözme becerilerini geliştirmek için müdahale programları planlanmalı ve uygulanmalıdır.

References

  • Acosta-Gómez MG, De la Roca-Chiapas JM, Zavala-Bervena A, Cisneros AER, Pérez VR, Rodrigues CDS ve ark. (2018). Stress in high school students: A descriptive study. Journal of Cognitive Behavioral Therapy, 1(1), 1-10.
  • Amanak K, Demirkol İ, Kuru Z. (2019). Ebelik öğrencilerinin problem çözme becerileri ile öz etkililik yeterlik düzeyleri arasındaki ilişki. Düzce Üniversitesi Sağlık Bilimleri Enstitüsü Dergisi, 9(2), 71-75. https://doi.org/10.33631/duzcesbed.503205.
  • Arıcı-Özcan N. (2019). The mediator role of cognitive flexibility and mindfulness in relationship between perceived stress and distress tolerance among university students. European Journal of Education Studies, 6(9), 316-332. https://doi.org/10.5281/zenodo.3596983
  • Assana S, Laohasırıwong W, Rangseekajee P. (2017). Quality of life, mental health and educational stress of high school students in the northeast of Thailand. Journal of Clinical and Diagnostic Research, 11(8), 1-6. https://doi.org/10.7860/JCDR/2017/29209.10429
  • Buğa A, Özkamalı E, Wise FA, Çekiç A. (2018). Üniversite öğrencilerinin bilişsel esneklik düzeylerine göre sosyal problem çözme tarzlarının incelenmesi. Gaziantep Üniversitesi Eğitim Bilimleri Dergisi, 2(1), 48-58.
  • Chen X, He J, Fan X. (2022). Relationships between openness to experience, cognitive flexibility, self-esteem, and creativity among bilingual college students in the U.S. International Journal of Bilingual Education and Bilingualism, 25(1), 342-354. https://doi.org/10.1080/13670050.2019.1688247
  • Çelikkaleli Ö. (2014). Bilişsel esneklik ölçeği’nin geçerlik ve güvenirliği. Eğitim ve Bilim, 39(176), 339-346.
  • Deb S, Strodl E, Sun J. (2015). Academic stress, parental pressure, anxiety and mental health among Indian high school students. International Journal of Psychology and Behavioral Sciences, 5(1), 26-34. https://doi.org/10.5923/j.ijpbs.20150501.04
  • Demirtaş AS. (2020). Cognitive flexibility and mental well-being in Turkish adolescents: The mediating role of academic, social and emotional self-efficacy. Anales De Psicología, 36(1), 111-121. https://doi.org/10.6018/analesps.336681
  • Dupere V, Leventhal T, Dion E, Crosnoe R, Archambault I, Janosz M. (2015). Stressors and turning points in high school and dropout: A stress process, life course framework. Review of Educational Research, 85(4), 591-629. https://doi.org/10.3102/0034654314559845
  • Durmuş M, Okanlı A. (2018). Üniversite öğrencilerinin problem çözme becerileri ile psikolojik dayanıklılık düzeylerinin değerlendirilmesine yönelik bir araştırma. Yaşam Becerileri Psikoloji Dergisi, 2(4), 177-189.
  • Erkin Ö, Göl İ. (2021). Sağlık bilimleri fakültesi öğrencilerinin bilişsel esneklik ve yaratıcılık düzeyleri arasındaki ilişkinin incelenmesi. Sağlık Akademisyenleri Dergisi, 8(2), 97-102.
  • Esen-Aygun H. (2018). The relationship between pre–service teachers’ cognitive flexibility and interpersonal problem solving skills. Eurasian Journal of Educational Research, 77, 105-128.
  • Güleç S. (2020). Lise öğrencilerinde bilişsel esneklik ile psikolojik sağlamlık arasındaki ilişkide yaşam amaçlarının aracı rolü. Gelişim ve Psikoloji Dergisi, 1(1), 27-35.
  • Heppner PP, Peterson CH. (1982). The development and implications of a personal-problem solving inventory. Journal of Counseling Psychology, 29, 66-75.
  • Kara NŞ, Çetin MÇ, Dönmez A, Çağın M. (2020). The relationship between cognitive flexibility and the meaning of life: A research on the students of the faculty of sport sciences. Turkish Journal of Sport and Exercise, 22(1), 142-149.
  • Kercood S, Lineweaver TT, Frank CC, Fromm ED. (2017). Cognitive flexibility and its relationship to academic achievement and career choice of college students with and without attention deficit hyperactivity disorder. Journal of Postsecondary Education and Disability, 30(4), 327-342.
  • Khasawneh MAS. (2021). Cognitive flexibility of students with learning disabilities in English language and its relationship to some variables. International Journal of Education, 9(3), 49-56.
  • Koç Z, Koyuncu S, Sağlam Z. (2015). Sağlık yüksekokulu hemşirelik ve ebelik öğrencilerinin problem çözme beceri düzeyleri ve etkileyen faktörler. Hemşirelikte Eğitim ve Araştırma Dergisi, 12(1), 41-50. https://doi.org/10.5222/HEAD.2015.041
  • Martin MM, Rubin RB. (1995). A new measure of cognitive flexibility. Psychological Reports, 76, 623-626.
  • Ozturk-Eyimaya A, Sezer TA, Tezel A. (2022). Self‐control and problem‐solving skills of undergraduate nursing program students, and an analysis of influential factors. Perspectives in Psychiatric Care, 58, 464-470. https://doi.org/10.1111/ppc.12864
  • Rudnik A, Piotrowicz G, Basińska MA, Rashedi V. (2019). The importance of cognitive flexibility and flexibility in coping with stress for the quality of life in inflammatory bowel disease patients during biological therapy: A preliminary report. Gastroenterology Review, 14(2), 121-128.
  • Şahin N, Şahin NH, Heppner PP. (1993). Psychometric proporties of the problem solving inventory in a group of Turkish university students. Cognitive Therapy and Research, 4(17), 379-396.
  • Turan N, Durgun H, Kaya H, Ertaş G, Kuvan D. (2019). Hemşirelik öğrencilerinin stres durumları ile bilişsel esneklik düzeyleri arasındaki ilişki. Journal of Academic Research in Nursing, 5(1), 59-66.
  • Tüfeçibaşı S, Şahin M. (2020). Investigation of the relationship between cognitive flexibility levels and personal features of university students. International Journal of Psychology and Educational Studies, 1(1), 142-151. https://doi.org/10.17220/ijpes.2020.02.013.
  • Uysal N, Manavoğlu B. (2019). Hemşirelik öğrencilerinin problem çözme becerilerinin incelenmesi. Sağlık ve Yaşam Bilimleri Dergisi, 1(1), 1-5.
There are 26 citations in total.

Details

Primary Language Turkish
Subjects Nursing
Journal Section Araştırma
Authors

Emel Bahadır Yılmaz 0000-0003-1785-3539

Arzu Yüksel 0000-0001-7819-2020

Early Pub Date October 15, 2023
Publication Date October 15, 2023
Submission Date July 5, 2022
Published in Issue Year 2023 Volume: 6 Issue: 3

Cite

APA Bahadır Yılmaz, E., & Yüksel, A. (2023). Lise Öğrencilerinin Bilişsel Esneklik ve Problem Çözme Beceri Düzeyleri: Tanımlayıcı ve İlişkisel Bir Çalışma. Ordu Üniversitesi Hemşirelik Çalışmaları Dergisi, 6(3), 649-656. https://doi.org/10.38108/ouhcd.1141062