Proaktif Olmak Öğretmen Adaylarının Yaratıcı Öz-yeterliğini Artırır mı? Bilişsel Esnekliğin Aracılık Rolü

Öz

Bu araştırmada proaktif kişilik ile yaratıcı öz yeterlik arasındaki ilişkide bilişsel esnekliğin aracılık rolü incelenmiştir. Çalışma, basit seçkisiz örnekleme yöntemi ile rastgele seçilen 409 üniversite öğrencisi ile gerçekleştirilmiştir. Proaktif Kişilik Ölçeği, Yaratıcı Öz Yeterlik Ölçeği ve Bilişsel Esneklik Ölçeği aracılığı ile toplanan verilerin analizinde SPSS 25.0 ve AMOS 23.0 istatistik paket programlarından yararlanılmıştır. Korelasyon analizi sonuçları değişkenler arasında pozitif yönde anlamlı ilişkiler olduğunu doğrulamıştır. Proaktif kişilik, bilişsel esneklik ve yaratıcı öz yeterlik ile orta düzeyde pozitif korelasyon göstermektedir. Ayrıca bilişsel esneklik ile yaratıcı öz yeterlik arasında orta derecede pozitif bir korelasyon tespit edilmiştir. Aracılık testi sonucuna göre, proaktif kişiliğin yaratıcı öz yeterlik üzerindeki doğrudan etkinin anlamlı olduğu belirlenmiştir. Dolaylı etki incelendiğinde ise bilişsel esnekliğin proaktif kişilik ile yaratıcı öz yeterlik arasındaki ilişkiye aracılık ettiği sonucuna varılmıştır. Başka bir ifadeyle proaktif kişilik özelliği hem doğrudan hem de bilişsel esneklik aracılığı ile yaratıcı öz yeterliği etkilemektedir. Eğitim ortamında yaratıcı öz yeterliğin önemini kabul etmek, eğitimcilerde yaratıcılığı ve uyum sağlama yeteneğini teşvik eden mesleki gelişimi önceliklendirmek için eğitim politikasına rehberlik etmelidir. Çalışmada kesitsel desen kullanılmıştır ve incelenen değişkenler arasındaki nedensellik ilişkisi, ileriki araştırmalarda boylamsal ya da deneysel desenler kullanılarak keşfedilebilir. İkinci olarak, verilerin öz-bildirime dayalı olmasının ölçüm hatalarına sebep olabileceği düşünülmekte ve bunu azaltmak amacıyla çoklu veri kaynakları ile desteklenecek araştırmaların tasarlanması önerilmektedir.

Anahtar Kelimeler

• yaratıcı öz yeterlik
• proaktif kişilik
• bilişsel esneklik
• öğretmen adayı

Does Being Proactive Foster Creative Self-Efficacy among Pre-Service Teachers? The Mediating Role of Cognitive Flexibility

Öz

This study examined the mediating role of cognitive flexibility in the relationship between proactive personality and creative self-efficacy. The study was conducted with 409 university students randomly selected using simple random sampling. Data collected using the Proactive Personality Scale, Creative Self-Efficacy Scale, and Cognitive Flexibility Scale were analyzed using the SPSS 25.0 and AMOS 23.0 statistical software packages. Correlation analysis results confirmed significant positive relationships between the variables. Proactive personality showed a moderate positive correlation with cognitive flexibility and creative self-efficacy. Furthermore, a moderate positive correlation was found between cognitive flexibility and creative self-efficacy. According to the mediation test results, the direct effect of proactive personality on creative self-efficacy was determined to be significant. When examining the indirect effect, it was concluded that cognitive flexibility mediates the relationship between proactive personality and creative self-efficacy. In other words, the trait of proactive personality affects creative self-efficacy both directly and through cognitive flexibility. Recognizing the importance of creative self-efficacy in educational settings should guide educational policy to prioritize professional development that encourages creativity and adaptability among educators. A cross-sectional design was used in the study, and the causal relationship between the variables examined can be explored in future research using longitudinal or experimental designs. Second, it is considered that the self-report nature of the data may cause measurement errors, and it is recommended that future research be designed to be supported by multiple data sources to reduce this.

Anahtar Kelimeler

• Creative self-efficacy
• proactive personality
• cognitive flexibility
• pre-service teacher

Kaynakça

1. Akın, A., & Arıcı, N. (2015). Turkish version of proactive scale: A study of validity and reliability. Mevlana International Journal of Education (MIJE), 5(1), 165–172. http://dx.doi.org/10.13054/mije.14.12.5.1
2. Arslan, Ş., & Türk, F. (2022). Comparison of cognitive flexibility and psychological flexibility concepts. Current Approaches in Psychiatry, 14(1), 119–130. https://doi.org/10.18863/pgy.917360
3. Atabek, O. (2020). Adaptation of creative self-efficacy scale into Turkish language. World Journal on Educational Technology: Current Issues, 12(2), 84–97 https://doi.org/10.18844/wjet.v12i2.4639
4. Atshan, N. A., & Abdullah, H. O. (2022). The role of the proactive personality in the innovative behavior of Southern Technical University Teachers: Creative self-efficacy as a mediating variable. Journal Of AL-Turath University College, 2(34), 82–93.
5. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall. Bandura, A., Freeman, W. H., & Lightsey, R. (1999). Self-efficacy: The exercise of control. https://doi.org/10.1891/0889-8391.13.2.158
6. Bateman, T. S., & Crant, J. M. (1993). The proactive component of organizational behavior: A measure and correlates. Journal of Organizational Behavior, 14(2), 103–118. https://doi.org/10.1002/job.4030140202
7. Beghetto, R. A. (2006). Creative self-efficacy: Correlates in middle and secondary students. Creativity Research Journal, 18(4), 447–457. https://doi.org/10.1207/s15326934crj1804_4
8. Crant, J. M. (2000). Proactive behavior in organizations. Journal of Management, 26, 435–462. https://doi.org/10.1016/S0149-2063(00)00044-1

9. Çayırdağ, N. (2017). Creativity fostering teaching: Impact of creative self-efficacy and teacher efficacy. Educational Sciences: Theory & Practice, 17(6), 1959–1975. http://dx.doi.org/10.12738/estp.2017.6.0437
10. Çelikkaleli, Ö. (2014). The validity and reliability of the Cognitive Flexibility Scale. Education and Science, 39(176), 339–346. https://doi.org/10.15390/EB.2014.3466
11. Çetin, S., & Köse, M. S. (2017). Proaktif kişiliğin stratejik düşünce becerisine etkisi. Bartın Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 8(16), 65–84.
12. 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. Journal of the Human and Social Science Researches, 12(5), 2442–2457. https://doi.org/10.15869/itobiad.1260559
13. Dai, K., & Wang, Y. (2025). Investigating the interplay of Chinese EFL teachers’ proactive personality, flow, and work engagement. Journal of Multilingual and Multicultural Development, 46(2), 209–223. https://doi.org/10.1080/01434632.2023.2174128
14. 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
15. Field, A. (2009). Discovering statistics using SPSS. Oriental Press.
16. Fischer, B. (2020). Developing and sustaining creativity: Creative processes in Canadian junior college teachers. Thinking Skills and Creativity, 38, 100754. https://doi.org/10.1016/j.tsc.2020.100754
17. Fuller Jr, B., & Marler, L. E. (2009). Change driven by nature: A meta-analytic review of the proactive personality literature. Journal of Vocational Behavior, 75(3), 329–345. https://doi.org/10.1016/j.jvb.2009.05.008
18. George, D., & Mallery, P. (2016). IBM SPSS statistics 23 step by step: A simple guide and reference. Routledge.
19. Ji, M., Jin, F., Liu, D., Yang, C., & Chen, X. (2015, August). The impact of proactive personality and cognitive flexibility on situational judgment among student pilots in China. In Proceedings of the 2015 3rd International Conference on Advanced Information and Communication Technology for Education (pp. 64–67). Atlantis Press. https://doi.org/10.2991/icaicte-15.2015.15
20. Kayacı, B., & Kanten, P. (2024). Örgütsel çevikliğin öncülleri: Proaktif kişilik, bilişsel esneklik, örgütsel öğrenme. Troy Academy, 9(2), 155–175. https://doi.org/10.31454/troyacademy.1480937
21. Kline, R. B. (2011). Principles and practice of structural equation modeling. Guilford.
22. Maan, A. T., Abid, G., Butt, T. H., Ashfaq, F., & Ahmed, S. (2020). Perceived organizational support and job satisfaction: A moderated mediation model of proactive personality and psychological empowerment. Future Business Journal, 6, 21. https://doi.org/10.1186/s43093-020-00027-8
23. Martin, M. M., & Anderson, C. M. (1998). The cognitive flexibility scale: Three validity studies. Communication Reports, 11(1), 1–9. https://doi.org/10.1080/08934219809367680
24. McMillan, J. H., & Schumacher, S. (2010). Research in education: Evidence-based inquiry. My Education Lab Series, Pearson.
25. Nemeržitski, S., & Heinla, E. (2020). Teachers’ creative self-efficacy, self-esteem, and creative teaching in Estonia: A framework for understanding teachers’ creativity-supportive behaviour. Creativity. Theories–Research-Applications, 7(1), 183–207. https://doi.org/10.2478/ctra-2020-0011
26. Newman, A., Herman, H. M., Schwarz, G., & Nielsen, I. (2018). The effects of employees’ creative self-efficacy on innovative behavior: The role of entrepreneurial leadership. Journal of Business Research, 89, 1–9. https://doi.org/10.1016/j.jbusres.2018.04.001
27. Osiesi, M. P., & Blignaut, S. (2025). Impact of the teacher education curriculum on the development of 21st-Century skills: Pre-service teachers’ perceptions. Social Sciences & Humanities Open, 11, 101317. https://doi.org/10.1016/j.ssaho.2025.101317
28. Pan, J., Liu, S., Ma, B., & Qu, Z. (2018). How does proactive personality promote creativity? A multilevel examination of the interplay between formal and informal leadership. Journal of Occupational and Organizational Psychology, 91(4), 852–874. https://doi.org/10.1111/joop.12221
29. Puente-Diaz, R., & Cavazos‐Arroyo, J. (2018). An exploration of some antecedents and consequences of creative self‐efficacy among college students. The Journal of Creative Behavior, 52(3), 256–266. https://doi.org/10.1002/jocb.149
30. Rubenstein, L. D., McCoach, D. B., & Siegle, D. (2013). Teaching for creativity scales: An instrument to examine teachers’ perceptions of factors that allow for the teaching of creativity. Creativity Research Journal, 25(3), 324–334. https://doi.org/10.1080/10400419.2013.813807
31. Runco, M. A., & Jaeger, G. J. (2012). The standard definition of creativity. Creativity Research Journal, 24(1), 92–96. https://doi.org/10.1080/10400419.2012.650092
32. Seibert, S. E., Kraimer, M. L., & Crant, J. M. (2001). What do proactive people do? A longitudinal model linking proactive personality and career success. Personnel Psychology, 54(4), 845–874. https://doi.org/10.1111/j.1744-6570.2001.tb00234.x
33. Tierney, P., & Farmer, S. M. (2002). Creative self-efficacy: Its potential antecedents and relationship to creative performance. Academy of Management Journal, 45(6), 1137–1148. https://doi.org/10.5465/3069429
34. Tierney, P., & Farmer, S. M. (2011). Creative self-efficacy development and creative performance over time. Journal of Applied Psychology, 96, 277–293. https://doi.org/10.1037/a0020952
35. Wang, N. (2024). The relationship between teacher mindfulness and creative teaching of college English foreign language teachers: A multiple mediating model. System, 123, 103345. https://doi.org/10.1016/j.system.2024.103345