Relationships between Cognitive Flexibility, Perceived Quality of Faculty Life, Learning Approaches, and Academic Achievement
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Tarih
2020
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Gate Assoc Teaching & Education-Gate, Switzerland
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
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.
Açıklama
Anahtar Kelimeler
cognitive flexibility, quality of faculty life, learning approaches, academic achievement, path analysis
Kaynak
International Journal of Instruction
WoS Q Değeri
N/A
Scopus Q Değeri
N/A
Cilt
13
Sayı
1
