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Examining the Relationship Between Cognitive Flexibility and Effective Problem Solving Skills in School Principals: A Canonical Correlation Analysis

Yıl 2023, Cilt: 12 Sayı: 5, 2442 - 2457, 31.12.2023
https://doi.org/10.15869/itobiad.1260559

Öz

Current study aims to explore the relationship among cognitive flexibility variables (alternative and control) and effective problem solving variables (impulsive, reflective, avoidant, monitoring, problem solving confidence, and planfulness) in school principals’ sample. The population of the research consists of 564 school administrators working in public schools in Siirt, Turkey, in the 2020-2021 academic year. Research data were collected from 50 female and 261 male administrators who volunteered to participate in the research among school administrators. "Cognitive Flexibility Inventory" and "Problem Solving Inventory" were used as data collection tools in the study. Two independent t-tests were conducted to examine gender differences in participants' both cognitive flexibility and overall problem-solving scores. According to the research findings, it was determined that school administrators' cognitive flexibility levels and problem solving skills did not differ significantly according to gender. The canonical correlation analyze was utilized to test interrelationship between two set of variables. The canonical correlation analyze revealed two significant canonical functions. The findings of first canonical function indicated that, when both alternative and control sub-dimension of cognitive flexibility and total cognitive flexibility scores increase impulsive and avoidant scores decrease, while reflective, monitoring, problem solving confidence, and planfulness sub-dimensions of effective problem solving and total problem solving scores increase. The results also showed that there was a high and a positive correlation between overall cognitive flexibility level of school administrations and their effective problem solving skills. The findings of second canonical function also indicated that when alternative scores increase and control scores decrease, reflecting, monitoring, and impulsive problem solving scores decrease. Overall, the results suggest that the cognitive flexibility and effective problem solving nicely complement each other. In these respect, in order to be equipped to effectively solve problems, school principals need to be also equipped with cognitive flexibility skills.

Kaynakça

  • Asıcı, E., & İkiz, F. (2015). A Pathway to Happiness: Cognitive Flexibility. Mehmet Akif Ersoy University Journal of Education Faculty, 1 (35), 191-211. https://dergipark.org.tr/en/pub/maeuefd/issue/19408/206375
  • Bennett, J., & Müller, U. (2010). The development of flexibility and abstraction in preschool children. Merrill-Palmer Quarterly, 56, 455–473. https://www.jstor.org/stable/23097951
  • Bingham, A. (1998). Çocuklarda problem çözme yeteneklerinin geliştirilmesi. (Çev: A. Ferhan Oğuzhan). İstanbul: Milli Eğitim Basımevi.
  • Corey, G. (2008).Psikolojik Danışma Psikoterapi Kuram ve Uygulamaları, (Çev.: Tuncay Ergene), Ankara: Mentis Yayıncılık.
  • Deak, G. O. (2006). Do children really confuse appearance and reality? Trends in Cognitive Sciences, 10, 546–550. https://doi.org/10.1016/j.tics.2006.09.012
  • Dennis, J. P., & Vander Wal, J. S. (2010). The cognitive flexibility inventory: Instrument development and estimates of reliability and validity. Cognitive therapy and research, 34 (3), 241-253. https://doi.org/10.1007/s10608-009-9276-4
  • Diamond, A. (2006). The early development of executive functions. In E. Bialystok, & F. Craik (Eds.), Lifespan cognition: Mechanisms of change (pp. 70–95). New York, NY: Oxford University Press.
  • D'Zurilla, T. J., & Nezu, A. M. (2001). Problem-solving therapies. In K. S. Dobson (Ed.), Handbook of cognitive–behavioral therapies (pp. 211–245). Guilford Press.
  • Esen-Aygün, H. (2018). The relationship between pre–service teachers’ cognitive flexibility and interpersonal problem solving skills. Eurasian Journal of Educational Research, 18(77), 105-128. 10.14689/ejer.2018.77.6
  • Fraenkel, J., Wallen, N., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). Boston: McGraw Hill.
  • Garcia-Garcia, M., Barcelo, F., Clemente, I. C., & Escera, C. (2010). The role of dopamine transporter DAT1 genotype on the neural correlates of cognitive flexibility. European Journal of Neuroscience, 31, 754–760. https://psycnet.apa.org/doi/10.1111/j.1460-9568.2010.07102.x
  • Geurts, H. M., Corbett, B., & Solomon, M. (2009). The paradox of cognitive flexibility in autism. Trends in Cognitive Science, 13, 74–82. https://doi.org/10.1016/j.tics.2008.11.006
  • Gülüm, İ. V. ve Dağ, İ. (2012). The Turkish adaptation, validity and reliability study of the Repetitive Thinking Questionnaire and the Cognitive Flexibility Inventory. Anatolian Journal of Psychiatry, (13), 216-223. https://toad.halileksi.net/olcek/tekrarlayici-dusunme-olcegi/
  • Gündüz, B. (2013). The contributions of attachment styles, irrational beliefs and psychological symptoms to the prediction of cognitive flexibility. Educational Sciences: Theory and Practice. 13 (4), 2071-2085.
  • Hair, J. F., Black, W. C., Tatham, R. L., & Anderson, R. E. (2010). Multivariate data analysis. Upper Saddle River, NJ: Prentice Hall
  • Heppner, P. P., ve Peterson, C. H. (1982). “The development and implication of a personal problem solving inventory”. Journal of Counseling Psychology, 29, 66-75. https://doi.org/10.1037/0022-0167.29.1.66
  • Ionescu, T. (2012). Exploring the nature of cognitive flexibility. New ideas in psychology, 30 (2), 190- 200. https://psycnet.apa.org/doi/10.1016/j.newideapsych.2011.11.001
  • Leithwood, K., & Steinbach, R. (1995). Expert problem solving. Albany, NY: SUNY Press
  • Lowe, K. B., Kroeck, K. G., & Sivasubramaniam, N. (1996). Effectiveness correlates of transformational and transactional leadership: A meta-analytic review of the MLQ literature. The leadership quarterly, 7 (3), 385-425. https://doi.org/10.1016/S1048-9843(96)90027-2
  • Martin, M. M., & Anderson, C. M. (1998). “The Cognitive Flexibility Scale: Three Validity Studies”. Communication Reports, 11 (1), 1-9. https://psycnet.apa.org/doi/10.1080/08934219809367680
  • Menard, S. (1995). Applied Logistic Regression Analysis: Sage University Series on Quantitative Applications in the Social Sciences. Thousand Oaks, CA: Sage
  • Morgan, C. T. (1961). Introduction to psychology (second edition). USA: McGraw-Hill.
  • Mullins, J. L. (2000). Managing Conflict in Organizations. Wesport, CT
  • Nezu, A. M., Nezu, C. M., & Gerber, H. R. (2019). (Emotion‐centered) problem‐solving therapy: An update. Australian Psychologist, 54 (5), 361-371. https://psycnet.apa.org/doi/10.1111/ap.12418
  • Nezu, A. M., Nezu, C. M., & D'Zurilla, T. (2012). Problem-solving therapy: A treatment manual. Springer publishing company.
  • Palanci, M., & Okutan, M. (2010). Explanation of school administrators’ problem solving skills with their personality traits, emotional intelligence and emphatic tendency. Procedia-Social and Behavioral Sciences, 9, 1993-1997. https://doi.org/10.1016/j.sbspro.2010.12.434
  • Pan, Y, & Jackson, R. T. (2008). Ethnic difference in the relationship between acute inflammation and and serum ferritin in US adult males. Epidemiology and Infection, 136, 421-431. doi:org/10.1017/S095026880700831X
  • Satan, A. A. (2014). Religious Beliefs and Cognitive Flexibility Levels Effect of the Level of Subjective Well-Being, 21. Yüzyılda Eğitim Ve Toplum Eğitim Bilimleri Ve Sosyal Araştırmalar Dergisi, 3 (7), 56-74. https://dergipark.org.tr/tr/pub/egitimvetoplum/issue/5126/69815
  • Savaşır, I., ve Şahin, N.H. (1997).Bilişsel-Davranışçı Terapilerde Değerlendirme: Sık Kullanılan Ölçekler,Ankara: Türk Psikologlar Derneği Yayınları.
  • Stevens, M. (1998). Sorun çözümleme [Problem solving]. (Çev: Ali Çimen). İstanbul, Turkey: Timaş Yayınları.
  • Sucu, B. T., & Bedel, A. (2021). The Investigation of University Students Social Problem-solving Skills in Terms of Perceived Parental Attitudes and Cognitive Flexibility Levels. Kastamonu Eğitim Dergisi, 29 (4), 92-100. https://dergipark.org.tr/tr/pub/kefdergi/issue/65531/762868
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Upper Sadle River: Pearson.
  • Taş, S. ve Deniz, S. (2018). Sekizinci Sınıf Öğrencilerinin Matematiğe Yönelik Öğrenilmiş Çaresizliklerinin Yordanması: Problem Çözme Becerisi ve Bilişsel Esneklik. Turkish Journal of Computer and Mathematics Education (TURCOMAT) , 9 (3) , 581-617 http://doi.org/10.16949/turkbilmat.415087
  • Tekin, T. & Akın, U. (2021). The relationship between initiative taking levels and problem solving skills of school administrators. Anadolu University Journal of Education Faculty (AUJEF), 5 (2), 185-201. 10.34056/aujef.834231
  • Uysal, İ. & Kılıç, A. F. (2022). Normal distribution dilemma. Anadolu Journal of Educational Sciences International, 12(1), 220-248. https://doi.org/10.18039/ajesi.962653

Okul Müdürlerinin Bilişsel Esneklikleri ile Etkili Problem Çözme Becerileri Arasındaki İlişki: Bir Kanonik Korelasyon Analizi

Yıl 2023, Cilt: 12 Sayı: 5, 2442 - 2457, 31.12.2023
https://doi.org/10.15869/itobiad.1260559

Öz

Bu çalışmanın temel amacı, okul müdürleri örnekleminde bilişsel esneklik değişkenleri (alternatif ve kontrol) ile etkili problem çözme değişkenleri (dürtüsel, yansıtıcı, kaçınmacı, izleme, problem çözme güveni ve planlılık) arasındaki ilişkiyi araştırmaktadır. Araştırmanın evrenini, 2020-2021 eğitim-öğretim yılında Siirt ilinde kamu okullarında görev yapan 564 okul yöneticisi oluşturmaktadır. Araştırma verileri okul yöneticileri arasından araştırmaya katılmaya gönüllü olan 50 kadın ve 261 erkek yöneticiden toplanmıştır. Araştırmada veri toplama aracı olarak ‘Bilişsel Esneklik Envanteri’ ile ‘Problem Çözme Envanteri’ kullanılmıştır. Katılımcıların hem bilişsel esneklik hem de genel problem çözme puanlarındaki cinsiyet farklılıklarını incelemek için iki bağımsız t-testi yapılmıştır. İki değişken grubu arasındaki karşılıklı ilişkiyi test etmek için ise kanonik korelasyon analizi yapılmıştır. Araştırma bulgularına göre okul yöneticilerinin bilişsel esneklik düzeyleri ile problem çözme becerilerinin cinsiyete göre anlamlı fark göstermediği belirlenmiştir. Kanonik korelasyon analizi sonucunda iki anlamlı kanonik fonksiyon saptanmıştır. Birinci kanonik fonksiyona ait bulgular, bilişsel esnekliğin hem alternatif hem de kontrol alt boyutu ile toplam bilişsel esneklik puanları arttığında, aceleci ve kaçıngan puanların azaldığını; düşünen, değerlendirici, kendine güvenli, planlı ve toplam problem çözme puanlarının arttığını göstermiştir. Sonuçlar ayrıca okul müdürlerinin genel bilişsel esneklik düzeyleri ile etkili problem çözme becerileri arasında yüksek ve pozitif bir ilişki olduğunu göstermiştir. İkinci kanonik fonksiyonun bulguları ayrıca, alternatif puanlar arttığında ve kontrol puanları azaldığında yansıtma, izleme ve aceleci problem çözme puanlarının azaldığını göstermiştir. Genel olarak, sonuçlar bilişsel esneklik ve etkili problem çözmenin birbirini güzel bir şekilde tamamladığını göstermektedir. Bu açıdan okul müdürlerinin sorunları etkili bir şekilde çözebilecek donanıma sahip olmaları için bilişsel esneklik becerileri ile de donatılmaları gerekmektedir.

Kaynakça

  • Asıcı, E., & İkiz, F. (2015). A Pathway to Happiness: Cognitive Flexibility. Mehmet Akif Ersoy University Journal of Education Faculty, 1 (35), 191-211. https://dergipark.org.tr/en/pub/maeuefd/issue/19408/206375
  • Bennett, J., & Müller, U. (2010). The development of flexibility and abstraction in preschool children. Merrill-Palmer Quarterly, 56, 455–473. https://www.jstor.org/stable/23097951
  • Bingham, A. (1998). Çocuklarda problem çözme yeteneklerinin geliştirilmesi. (Çev: A. Ferhan Oğuzhan). İstanbul: Milli Eğitim Basımevi.
  • Corey, G. (2008).Psikolojik Danışma Psikoterapi Kuram ve Uygulamaları, (Çev.: Tuncay Ergene), Ankara: Mentis Yayıncılık.
  • Deak, G. O. (2006). Do children really confuse appearance and reality? Trends in Cognitive Sciences, 10, 546–550. https://doi.org/10.1016/j.tics.2006.09.012
  • Dennis, J. P., & Vander Wal, J. S. (2010). The cognitive flexibility inventory: Instrument development and estimates of reliability and validity. Cognitive therapy and research, 34 (3), 241-253. https://doi.org/10.1007/s10608-009-9276-4
  • Diamond, A. (2006). The early development of executive functions. In E. Bialystok, & F. Craik (Eds.), Lifespan cognition: Mechanisms of change (pp. 70–95). New York, NY: Oxford University Press.
  • D'Zurilla, T. J., & Nezu, A. M. (2001). Problem-solving therapies. In K. S. Dobson (Ed.), Handbook of cognitive–behavioral therapies (pp. 211–245). Guilford Press.
  • Esen-Aygün, H. (2018). The relationship between pre–service teachers’ cognitive flexibility and interpersonal problem solving skills. Eurasian Journal of Educational Research, 18(77), 105-128. 10.14689/ejer.2018.77.6
  • Fraenkel, J., Wallen, N., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). Boston: McGraw Hill.
  • Garcia-Garcia, M., Barcelo, F., Clemente, I. C., & Escera, C. (2010). The role of dopamine transporter DAT1 genotype on the neural correlates of cognitive flexibility. European Journal of Neuroscience, 31, 754–760. https://psycnet.apa.org/doi/10.1111/j.1460-9568.2010.07102.x
  • Geurts, H. M., Corbett, B., & Solomon, M. (2009). The paradox of cognitive flexibility in autism. Trends in Cognitive Science, 13, 74–82. https://doi.org/10.1016/j.tics.2008.11.006
  • Gülüm, İ. V. ve Dağ, İ. (2012). The Turkish adaptation, validity and reliability study of the Repetitive Thinking Questionnaire and the Cognitive Flexibility Inventory. Anatolian Journal of Psychiatry, (13), 216-223. https://toad.halileksi.net/olcek/tekrarlayici-dusunme-olcegi/
  • Gündüz, B. (2013). The contributions of attachment styles, irrational beliefs and psychological symptoms to the prediction of cognitive flexibility. Educational Sciences: Theory and Practice. 13 (4), 2071-2085.
  • Hair, J. F., Black, W. C., Tatham, R. L., & Anderson, R. E. (2010). Multivariate data analysis. Upper Saddle River, NJ: Prentice Hall
  • Heppner, P. P., ve Peterson, C. H. (1982). “The development and implication of a personal problem solving inventory”. Journal of Counseling Psychology, 29, 66-75. https://doi.org/10.1037/0022-0167.29.1.66
  • Ionescu, T. (2012). Exploring the nature of cognitive flexibility. New ideas in psychology, 30 (2), 190- 200. https://psycnet.apa.org/doi/10.1016/j.newideapsych.2011.11.001
  • Leithwood, K., & Steinbach, R. (1995). Expert problem solving. Albany, NY: SUNY Press
  • Lowe, K. B., Kroeck, K. G., & Sivasubramaniam, N. (1996). Effectiveness correlates of transformational and transactional leadership: A meta-analytic review of the MLQ literature. The leadership quarterly, 7 (3), 385-425. https://doi.org/10.1016/S1048-9843(96)90027-2
  • Martin, M. M., & Anderson, C. M. (1998). “The Cognitive Flexibility Scale: Three Validity Studies”. Communication Reports, 11 (1), 1-9. https://psycnet.apa.org/doi/10.1080/08934219809367680
  • Menard, S. (1995). Applied Logistic Regression Analysis: Sage University Series on Quantitative Applications in the Social Sciences. Thousand Oaks, CA: Sage
  • Morgan, C. T. (1961). Introduction to psychology (second edition). USA: McGraw-Hill.
  • Mullins, J. L. (2000). Managing Conflict in Organizations. Wesport, CT
  • Nezu, A. M., Nezu, C. M., & Gerber, H. R. (2019). (Emotion‐centered) problem‐solving therapy: An update. Australian Psychologist, 54 (5), 361-371. https://psycnet.apa.org/doi/10.1111/ap.12418
  • Nezu, A. M., Nezu, C. M., & D'Zurilla, T. (2012). Problem-solving therapy: A treatment manual. Springer publishing company.
  • Palanci, M., & Okutan, M. (2010). Explanation of school administrators’ problem solving skills with their personality traits, emotional intelligence and emphatic tendency. Procedia-Social and Behavioral Sciences, 9, 1993-1997. https://doi.org/10.1016/j.sbspro.2010.12.434
  • Pan, Y, & Jackson, R. T. (2008). Ethnic difference in the relationship between acute inflammation and and serum ferritin in US adult males. Epidemiology and Infection, 136, 421-431. doi:org/10.1017/S095026880700831X
  • Satan, A. A. (2014). Religious Beliefs and Cognitive Flexibility Levels Effect of the Level of Subjective Well-Being, 21. Yüzyılda Eğitim Ve Toplum Eğitim Bilimleri Ve Sosyal Araştırmalar Dergisi, 3 (7), 56-74. https://dergipark.org.tr/tr/pub/egitimvetoplum/issue/5126/69815
  • Savaşır, I., ve Şahin, N.H. (1997).Bilişsel-Davranışçı Terapilerde Değerlendirme: Sık Kullanılan Ölçekler,Ankara: Türk Psikologlar Derneği Yayınları.
  • Stevens, M. (1998). Sorun çözümleme [Problem solving]. (Çev: Ali Çimen). İstanbul, Turkey: Timaş Yayınları.
  • Sucu, B. T., & Bedel, A. (2021). The Investigation of University Students Social Problem-solving Skills in Terms of Perceived Parental Attitudes and Cognitive Flexibility Levels. Kastamonu Eğitim Dergisi, 29 (4), 92-100. https://dergipark.org.tr/tr/pub/kefdergi/issue/65531/762868
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Upper Sadle River: Pearson.
  • Taş, S. ve Deniz, S. (2018). Sekizinci Sınıf Öğrencilerinin Matematiğe Yönelik Öğrenilmiş Çaresizliklerinin Yordanması: Problem Çözme Becerisi ve Bilişsel Esneklik. Turkish Journal of Computer and Mathematics Education (TURCOMAT) , 9 (3) , 581-617 http://doi.org/10.16949/turkbilmat.415087
  • Tekin, T. & Akın, U. (2021). The relationship between initiative taking levels and problem solving skills of school administrators. Anadolu University Journal of Education Faculty (AUJEF), 5 (2), 185-201. 10.34056/aujef.834231
  • Uysal, İ. & Kılıç, A. F. (2022). Normal distribution dilemma. Anadolu Journal of Educational Sciences International, 12(1), 220-248. https://doi.org/10.18039/ajesi.962653
Toplam 35 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

İlknur Çetin 0000-0002-8581-4235

Mehmet Ali Padır 0000-0002-4192-4360

Nazim Çoğaltay 0000-0001-5676-4470

Erken Görünüm Tarihi 7 Aralık 2023
Yayımlanma Tarihi 31 Aralık 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 12 Sayı: 5

Kaynak Göster

APA Çetin, İ., Padır, M. A., & Çoğaltay, N. (2023). Examining the Relationship Between Cognitive Flexibility and Effective Problem Solving Skills in School Principals: A Canonical Correlation Analysis. İnsan Ve Toplum Bilimleri Araştırmaları Dergisi, 12(5), 2442-2457. https://doi.org/10.15869/itobiad.1260559
İnsan ve Toplum Bilimleri Araştırmaları Dergisi  Creative Commons Atıf-GayriTicari 4.0 Uluslararası Lisansı (CC BY NC) ile lisanslanmıştır.