The Relationship between Pre-Service Teachers' Cognitive Flexibility and Interpersonal Problem Solving Skills

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dc.authoridEsen Aygün, Hanife / 0000-0001-9363-7083
dc.contributor.authorEsen Aygün, Hanife
dc.date.accessioned2025-01-27T21:19:22Z
dc.date.available2025-01-27T21:19:22Z
dc.date.issued2018
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractPurpose: In this study, the aim was to investigate pre-service teachers' cognitive flexibility in terms of specific variables and determine the relationship between pre-service teachers' cognitive flexibility and interpersonal problem solving skills. Research Methods: The study was designed in descriptive correlation model. Data were collected via the Cognitive Flexibility Inventory and Interpersonal Problem Solving Inventory from 531 pre-service teachers who studied in the Primary Teacher Training Departments during the fall semester of the 2017-2018 academic years. Findings: The findings indicated that there were significant differences according to gender and maternal education status, while there were no significant differences according to class level, department, and fathers' education status, socioeconomic and socio-cultural status. In addition, there was a relationship between pre-service teachers' cognitive flexibility and interpersonal problem solving skills. Implications for Research and Practice: It has been shown that pre-service teachers, who are cognitively flexible, are able to solve problems constructively and persistently. It is thought that an important characteristic of the professional and personal development and success of pre-service teachers who are trained to educate future generations to use their cognitive flexibility skills effectively in the solution of interpersonal problems. Based on the findings, it is recommended to take measures within the scope of teacher training in order to develop the capacities of cognitive flexibility of pre-service teachers. (c) 2018 Ani Publishing Ltd. All rights reserved
dc.identifier.doi10.14689/ejer.2018.77.6
dc.identifier.endpage128
dc.identifier.issn1302-597X
dc.identifier.issn2528-8911
dc.identifier.issue77
dc.identifier.scopus2-s2.0-85054730341
dc.identifier.scopusqualityQ3
dc.identifier.startpage105
dc.identifier.trdizinid369510
dc.identifier.urihttps://doi.org/10.14689/ejer.2018.77.6
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/369510
dc.identifier.urihttps://hdl.handle.net/20.500.12428/28574
dc.identifier.wosWOS:000446549300006
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.indekslendigikaynakTR-Dizin
dc.language.isoen
dc.publisherAnı Yayıncılık
dc.relation.ispartofEurasian Journal of Educational Research
dc.relation.publicationcategoryinfo:eu-repo/semantics/openAccess
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WoS_20250125
dc.subjectCognitive flexibility
dc.subjectproblem solving
dc.subjectteacher training
dc.subjectpre-service teacher
dc.titleThe Relationship between Pre-Service Teachers' Cognitive Flexibility and Interpersonal Problem Solving Skills
dc.typeArticle

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