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

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dc.authoridTORAMAN, Cetin/0000-0001-5319-0731
dc.contributor.authorToraman, Cetin
dc.contributor.authorOzdemir, Hasan Fehmi
dc.contributor.authorKosan, Aysen Melek Aytug
dc.contributor.authorOrakci, Senol
dc.date.accessioned2025-01-27T20:56:24Z
dc.date.available2025-01-27T20:56:24Z
dc.date.issued2020
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractThis 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.
dc.identifier.doi10.29333/iji.2020.1316a
dc.identifier.endpage100
dc.identifier.issn1694-609X
dc.identifier.issn1308-1470
dc.identifier.issue1
dc.identifier.scopus2-s2.0-85077467324
dc.identifier.scopusqualityN/A
dc.identifier.startpage85
dc.identifier.urihttps://doi.org/10.29333/iji.2020.1316a
dc.identifier.urihttps://hdl.handle.net/20.500.12428/26394
dc.identifier.volume13
dc.identifier.wosWOS:000504855200007
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherGate Assoc Teaching & Education-Gate, Switzerland
dc.relation.ispartofInternational Journal of Instruction
dc.relation.publicationcategoryinfo:eu-repo/semantics/openAccess
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WoS_20250125
dc.subjectcognitive flexibility
dc.subjectquality of faculty life
dc.subjectlearning approaches
dc.subjectacademic achievement
dc.subjectpath analysis
dc.titleRelationships between Cognitive Flexibility, Perceived Quality of Faculty Life, Learning Approaches, and Academic Achievement
dc.typeArticle

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