The Mediator Role of Cognitive Flexibility Levels in the Relationship Between Authenticity Levels and Multicultural Counseling Competence Perceptions of Psychological Counselors

Year 2024, Volume: 14 Issue: 74, 327 - 338, 30.09.2024

Mehmet Buğra Akalın , Zehni Koç

https://doi.org/10.17066/tpdrd.1382076_3

Abstract

This study examines the mediating role of cognitive flexibility levels in the relationship between counselors' authenticity levels and their perceptions of multicultural counseling competence. In the study, a relational survey model was employed. The study group consisted of 617 counselors, 493 female and 124 male, living in various cities in Turkey. "Personal Information Form", "Authenticity Scale", "Multicultural Counseling Competencies Scale" and "Cognitive Flexibility Inventory" were used for data collection. Pearson Product Moment Correlation Coefficient was used to analyze the data. As a result of the study, it was determined that there were significant positive correlations between counselors' authenticity levels, cognitive flexibility levels, and their perceptions of multicultural counseling competencies. While the direct effect of authenticity levels on multicultural counseling competence perceptions was insignificant, the total and indirect effects were found to be significant. In this context, it was found that the cognitive flexibility levels of the counselors play a full mediating role in the relationship between their authenticity levels and their perceptions of multicultural counseling competence. The results were discussed and evaluated within the framework of the relevant literature. Finally, based on the findings of the study, suggestions were made for researchers and practitioners.

Keywords

Multicultural Counseling Competence Perceptions, Authenticity, Cognitive Flexibility

Ethical Statement

This study was carried out with the ethics of Gazi University Ethics Commission dated 01.12.2021 and numbered E-77082166-302.08.01-224922 and the application permission of the Ministry of National Education Strategy Development Department dated 11.01.2022 and numbered 41055880.

Thanks

The authors would like to thank Gazi University Academic Writing Application and Research Center for proofreading the article.

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