Relationships between Cognitive Flexibility, Perceived Quality of Faculty Life, Learning Approaches, and Academic Achievement

Abstract

This study aims to explore the relationships between cognitive flexibility (CF), perceived quality of faculty life (PQFL), learning approaches (LA) and academic achievement (AA). This correlational comparison study was conducted with 1573 undergraduates at Ankara University. The data collection tools were "Cognitive Flexibility Scale (CFS)", "Quality of Faculty Life Scale (QFLS)" and "Approaches to Learning Questionnaire (ALQ)". Grade point average (GPA) was used as a measurement of AA. The three subscales of QFLS; satisfaction from faculty (SF), faculty members (SFM), and school climate and student relationships (SSCSR) were found positively correlated with deep approach to learning (DAL), CF and AA, and negatively correlated with surface approach to learning (SAL). DAL was also found positively correlated with CF and AA, but negatively correlated with SAL. CF and AA were positively correlated with all variables, except SAL. Although CF showed a positive correlation with AA, it assumed a negative explanatory role for AA when it was included in the model as a mediating variable. The regression estimates in the path analysis model revealed that DAL, SAL and SF were positive explanatory variables for AA, whereas SSCSR was a negative explanatory variable for AA and SAL was a negative explanatory variable for CF.

Analysis of Mathematical Proof Ability in Abstract Algebra Course

“…This better input was due to the A-accredited university is more attractive for excellent students to enroll, as it has adequate learning facilities such as buildings, classrooms, complete learning media, laboratories, and libraries. These adequate learning facilities can create a conducive learning environment and process (Toraman et al, 2020) which in the end resulted in good learning results as well.…”

Academic Performance and Physical Activities as Positive Factors for Life Satisfaction among University Students

“…Nevertheless, stressful situations are not related exclusively to those with high GPA-according to Garber et al [12] poor academic performance also increases stress levels. Although the authors do agree that the stress that accompanies achieving a high GPA score is a direct threat to life satisfaction of university students [13], it is not the only academic trigger that influences LS decline-this phenomenon may correlate with the learning environment [14], education quality [15] or limitations placed on acquiring financial support for funding one's education [16].…”

Pengaruh Self-Concept Terhadap Prestasi Akademik Mahasiswa Dimoderasi oleh Self-Efficacy

“…Prestasi akademik merupakan tingkat yang dicapai oleh siswa berdasarkan pengalaman belajarnya dalam suatu disiplin ilmu (Kanadli, 2016). Artinya, sebagai pencapaian tujuan dan kualifikasi yang ditetapkan di awal program pendidikan (Toraman et al, 2020). Prestasi akademik adalah hasil interaksi antara karakteristik individu (misalnya, konstruksi psikologis) dengan lingkungan interpersonal (misalnya, hubungan dengan teman sebaya dan guru) (Herrera et al, 2020).…”

“…Hasil ini didukung oleh banyak penelitian bahwa self-concept berpengaruh terhadap prestasi akademik dan memiliki hubungan kausalitas yang erat (Fernández-Lasarte, 2019); (Klapp, 2018); (Toraman et al, 2020). Phenomenological theories Epstein menjadi teori dasar dalam pengembangan kajian self-concept dalam penelitian ini.…”

“…Prestasi akademik merupakan aktivitas dalam sebuah program yang telah diatur secara sempurna pada semua bidang akademik di tingkat kelas, serta kualifikasi mereka terkait dengan tugas di sekolah yang diukur melalui tes (Ganai & Mir, 2013), dan tingkat keterampilan yang ditunjukkan peserta didik sehubungan dengan tujuan di akhir pembelajaran serta kemampuan mereka untuk memperoleh informasi dan mengekspresikan diri di kelas secara mandiri (Toraman et al, 2020).…”