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

Demirtaş, Ayşe Sibel

doi:10.6018/analesps.336681

Cited by 33 publications

(33 citation statements)

References 56 publications

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“…Increased cognitive flexibility may produce well-being in adolescents by enabling them to be more interested in and committed to life activities and tasks, to be more successful in focusing attention, to work tirelessly to achieve the goals, to look at the future with hope, to see the positive aspects of events, to have satisfying relationships with others, to feel more positive emotions, and to be satisfied with life. This result is consistent with the literature showing that cognitive flexibility is positively associated with higher happiness (Asıcı & İkiz, 2015;Demirtaş, 2020b), life satisfaction (Yelpaze & Yakar, 2019;2020); subjective (Satan, 2014), psychological (Malkoç & Kesen Mutlu, 2019), and mental (Demirtaş, 2020a) well-being.…”

Section: Conclusion and Discussionsupporting

confidence: 92%

“…Some adolescents can experience growth and adjustment (Gutman et al, 2010). Hence, it is a matter of curiosity what strengths of adolescents increase well-being by encouraging them to overcome the challenges (Demirtaş, 2020a).…”

Section: Introductionmentioning

confidence: 99%

“…Cognitive flexibility was found to be positively related to higher academic, social, emotional, and general self-efficacy (Akçay Özcan & Kıran Esen, 2016; Demirtaş, 2020a), higher resilience (Güleç, 2020), better mental well-being (Demirtaş, 2020a), a greater competence with peers in social relations (Ciairano, Bonino, & Miceli, 2006), less educational stress (Kuyumcu & Kirazcı, 2020), and lower learned helplessness (Taş & Deniz, 2018) in adolescents. In addition, cognitive flexibility was positively associated with happiness (Asıcı & İkiz, 2015;Demirtaş, 2020b), life satisfaction (Yelpaze & Yakar, 2019;2020), subjective wellbeing (Satan, 2014), and psychological well-being (Malkoç & Kesen Mutlu, 2019) in university students.…”

Section: Introductionmentioning

confidence: 99%

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The Mediating Role of Coping Strategies in the Relationship between Cognitive Flexibility and Well-being

Asici

Sarı

2021

Uluslararası Eğitim Araştırmacıları Dergisi

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The purpose of this study is to explore the effects of cognitive flexibility on the five EPOCH well-being components: engagement, perseverance, optimism, connectedness and happiness. The study also investigates the mediating roles of coping strategies (i.e., active coping strategy, avoidant coping strategy, and negative coping strategy) in this relationship. The participants consisted of 488 high school students. The data were collected through Cognitive Flexibility Scale, KIDCOPE, and EPOCH. The results showed that cognitive flexibility was a significant predictor of active coping strategy, negative coping strategy and five EPOCH well-being variables. Cognitive flexibility positively predicted active coping strategy and five components of EPOCH well-being (engagement, perseverance, optimism, connectedness and happiness) while it predicted negative coping strategy negatively. The findings showed that both active and negative coping strategies played mediating roles between cognitive flexibility and EPOCH five-dimensional well-being variables. The practical implications for teachers, limitations and further research for the researchers are presented in the study.

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Section: Conclusion and Discussionsupporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Mediating Role of Coping Strategies in the Relationship between Cognitive Flexibility and Well-being

Asici

Sarı

2021

Uluslararası Eğitim Araştırmacıları Dergisi

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“…Students who have the first conception seek to learn, whereas those who have the second seek to demonstrate their ability or to prevent others from perceiving that they lack ability. Although there is a personal predisposition toward one type of goal or another, it is influenced by contextual factors defining the classroom motivational climate (Ames, 1992;Alonso-Tapia, Ruiz & Huertas, 2020), which is part of the wider school climate.…”

Section: Classroom Motivational Climatementioning

confidence: 99%

Classroom Motivational Climate in Higher Education: Validation of a Model for Assessment

Camacho¹,

Alonso‐Tapia²,

Panadero³

2021

INT J INSTRUCTION

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This study aims to adapt and validate the Classroom Motivational Climate Questionnaire and Attribution of Motivational Changes to the Teacher Questionnaire, for their administration in Higher Education and thus having adequate instruments to assess motivational climate and student preferences in this educational level. Data from 624 university students were analyzed through a Confirmatory Factor Analysis based on the original models proposed for each questionnaire. Then, a cross-validation analysis was performed for each questionnaire between two random sub-samples. Subsequently, a Path Analysis was conducted on both instruments to measure predictive validity on performance. A multigroup analysis was also conducted with two categories of students: those in their initial studies (basic) and those in practice-oriented studies (in-depth). The results confirm the factor structure for both questionnaires with configurations slightly different from those found in previous studies with high school samples. The Classroom Motivational Climate Questionnaire was found to influence performance and to identify differences in student's motivational profile depending to the year of their study.

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“…Adicionalmente, la evidencia empírica destaca el papel del bienestar en aspectos como la disminución de síntomas depresivos, en el desarrollo de la autoestima en adolescentes (Mateo, Hernández & Cabrero, 2019;Sánchez-Hernández, Méndez, Ato & Garber, 2019) y en la promoción de la autoeficacia académica, social y emocional, teniendo efectos positivos en la adquisición de habilidades para la vida (Demirtaº, 2020;Sagone, De Caroli, Falanga & Indiana, 2020).…”

Section: Introductionunclassified

Propiedades psicométricas de la escala de bienestar PERMA para adolescentes: alternativas para su medición (Psychometric properties of the PERMA well-being scale for adolescents: alternatives for its measurement)

Álvarez

Lalinde

Soler

et al. 2020

Retos

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La adolescencia es una etapa del ciclo vital que implica grandes cambios en todas las facetas de la vida. En dicha etapa, la persona está expuesta a múltiples factores de riesgo y de protección que pueden incidir en su salud, por lo que estudiar el constructo del bienestar se hace necesario para comprender a mayor profundidad la salud mental en este periodo. A pesar de lo anterior, se ha observado en el contexto latinoamericano una ausencia importante de instrumentos diseñados para tal fin, de modo que el objetivo de esta investigación fue evaluar las propiedades psicométricas de la escala de bienestar psicológico adolescente diseñada por Soler, sustentada en la teoría PERMA de Seligman y presentar alternativas a la estructura factorial original. Se realizó una investigación instrumental en la que participaron 779 adolescentes de Montevideo, muestra que fue dividida aleatoriamente en dos partes para efectuar una validación cruzada. En la muestra de entrenamiento (n=390) se llevó a cabo un análisis factorial exploratorio que reveló opciones de cuatro y cinco dimensiones. Posteriormente, se evaluaron cuatro modelos en la muestra de prueba (n=389) mediante un análisis factorial confirmatorio, destacándose dos estructuras pentadimensionales, la original (35 ítems) y la abreviada (20 ítems). En ambas se encontraron correlaciones positivas con bienestar, autoestima y autoeficacia, y negativas con síntomas depresivos y malestar psicológico; sin embargo, la validez convergente y discriminante del modelo abreviado fue superior. La consistencia interna de cada factor varió desde inaceptable hasta excelente, aunque en promedio puede considerarse adecuada. Se concluye que la escala formulada por Soler en su versión abreviada posee mejores propiedades psicométricas que la original, constituyéndose en un instrumento válido y confiable que puede ser administrado en la población adolescente montevideana para evaluar el bienestar psicológico multidimensional. Abstract. Adolescence is a stage in the life cycle that involves great changes in all facets of life. In this stage, the person is exposed to multiple risk and protective factors that can affect their health, so studying the construct of well-being is necessary to understand more deeply the mental health in this period. Despite the above, an important absence of instruments designed for this purpose has been observed in the Latin American context, so the aim of this research was to evaluate the psychometric properties of the adolescent psychological well-being scale designed by Soler, based on Seligman's PERMA theory, and to present alternatives to the original factor structure. An instrumental investigation was carried out in which 779 adolescents from Montevideo participated, a sample that was randomly divided into two parts to carry out a cross-validation. An exploratory factor analysis was carried out in the training sample (n = 390), which revealed four and five dimensional options. Subsequently, four models were evaluated in the test sample (n=389) by means of a confirmatory factor analysis, highlighting two pentadimensional structures, the original (35 items) and the abbreviated (20 items). In both, positive correlations were found with well-being, self-esteem and self-efficacy, and negative correlations with depressive symptoms and psychological distress; however, the convergent and discriminant validity of the abbreviated model was superior. The internal consistency of each factor ranged from unacceptable to excellent, although on average it can be considered adequate. It is concluded that the scale formulated by Soler in its abbreviated version has better psychometric properties than the original one, constituting a valid and reliable instrument that can be administered in the Montevidean adolescent population to assess psychological well-being.

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

Cited by 33 publications

References 56 publications

The Mediating Role of Coping Strategies in the Relationship between Cognitive Flexibility and Well-being

The Mediating Role of Coping Strategies in the Relationship between Cognitive Flexibility and Well-being

Classroom Motivational Climate in Higher Education: Validation of a Model for Assessment

Propiedades psicométricas de la escala de bienestar PERMA para adolescentes: alternativas para su medición (Psychometric properties of the PERMA well-being scale for adolescents: alternatives for its measurement)

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