Relationships between cognitive flexibility, perceived quality of faculty life, learning approaches, and academic achievement
| dc.authorid | 0000-0001-5319-0731 | |
| dc.contributor.author | Toraman, Çetin | |
| dc.contributor.author | Özdemir, Hasan Fehmi | |
| dc.contributor.author | Aytuğ Koşan, Ayşen Melek | |
| dc.contributor.author | Orakçı, Şenol | |
| dc.date.accessioned | 2020-02-11T13:22:23Z | |
| dc.date.available | 2020-02-11T13:22:23Z | |
| dc.date.issued | 2020 | |
| dc.department | Eğitim Fakültesi | |
| dc.description | Orakçı, Şenol ( Aksaray, Yazar ) | |
| dc.description.abstract | 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. | |
| dc.identifier.doi | 10.29333/iji.2020.1316a | |
| dc.identifier.endpage | 100 | en_US |
| dc.identifier.issn | 1694-609X | |
| dc.identifier.issn | 1308-1470 | |
| dc.identifier.issue | 1 | en_US |
| dc.identifier.scopusquality | N/A | |
| dc.identifier.startpage | 85 | en_US |
| dc.identifier.uri | https:/dx.doi.org/10.29333/iji.2020.1316a | |
| dc.identifier.uri | https://hdl.handle.net/20.500.12451/7157 | |
| dc.identifier.volume | 13 | en_US |
| dc.identifier.wosquality | N/A | |
| dc.indekslendigikaynak | Web of Science | |
| dc.indekslendigikaynak | Scopus | |
| dc.language.iso | en | |
| dc.publisher | Eskişehir Osmangazi University | |
| dc.relation.ispartof | International Journal of Instruction | |
| dc.relation.publicationcategory | Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı | |
| dc.rights | info:eu-repo/semantics/openAccess | |
| dc.subject | Cognitive Flexibility | |
| dc.subject | Learning Approaches | |
| dc.subject | Path Analysis | |
| dc.subject | Quality of Faculty Life | |
| dc.subject | Academic Achievement | |
| dc.title | Relationships between cognitive flexibility, perceived quality of faculty life, learning approaches, and academic achievement | |
| dc.type | Article |
