High School Students' Cognitive Flexibility Is Predicted By Self-Efficacy And Achievement

Esen, Binnaz Kiran; Özcan, H. Duygu; Sezgin, Mehtap

doi:10.5281/zenodo.244470

Cited by 3 publications

(3 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The model showed that cognitive flexibility and critical thinking increase academic motivation and reduce the effect of fear of negative evaluation on academic motivation. In addition, studies show that increased cognitive flexibility is associated with positive psychological outcomes (Asıcı & Sarı, 2021;Demirtaş, 2020;Doğan Laçin & Yalçın, 2019;Esen et al, 2017). Fear of negative evaluation is associated with psychological issues (Wang et al, 2012;Wells et al, 1995;Wolniewicz et al, 2018) and indirectly contributes to its relationship with cognitive flexibility.…”

Section: Discussionmentioning

confidence: 99%

“…Studies show a positive correlation between cognitive flexibility and critical thinking (Çuhadaroğlu, 2013), so as critical thinking skill increases, cognitive flexibility also increases. Moreover, increased cognitive flexibility is associated with positive psychological outcomes (Mellor et al, 2003) including self-efficacy and mental well-being (ASICI & SARI, 2021;Demirtaş, 2020;Doğan Laçin & Yalçın, 2019;Esen et al, 2017), critical thinking (Çuhadaroğlu, 2013), happiness (Asıcı & İkiz, 2015), life satisfaction (Çıkrıkçı, 2018;Odacı & Cikrikci, 2019), hope (Muyan-Yılık & Demir, 2020). In addition, academic self-efficacy mediates cognitive flexibility and mental well-being (Demirtaş, 2020).…”

Section: Objectives and Hypothesesmentioning

confidence: 99%

“…In addition, academic self-efficacy mediates cognitive flexibility and mental well-being (Demirtaş, 2020). On the other hand, cognitive flexibility also predicts academic success (Esen et al, 2017).…”

Section: Objectives and Hypothesesmentioning

confidence: 99%

See 2 more Smart Citations

The mediating role of cognitive flexibility and critical thinking in the relationship between academic motivation and fear of negative evaluation

Toprak,

Metin,

Ünalan

2023

Psychology in the Schools

View full text Add to dashboard Cite

Studies showed that fear of negative evaluation of students may affect their academic motivation. However, which variables mediate between academic motivation and fear of negative evaluation is unclear. This study aims to explore the mediating role of cognitive flexibility and critical thinking in the relationship between academic motivation and fear of negative evaluation in adolescents. A correlational design was used to examine this relationship. A total of 2085 adolescents ages 13–14 (65% female) participated in this study. The data were collected via self‐report screening tools, including a personal information form, Academic Motivation Scale, Fear of Negative Evaluation Scale, Cognitive Flexibility Scale, and Critical Thinking Scale. The findings revealed a moderate negative correlation between academic motivation and fear of negative evaluation (r = −.49), and cognitive flexibility and critical thinking also partially mediate. This model explains approximately 41% of the total variance. Despite some limitations, our study provides partial evidence of the mediating effect of cognitive flexibility and critical thinking between academic motivation and fear of negative evaluation. More research is needed to develop the model.

show abstract