TY  - JOUR
TI  - The Relationship between Pre–Service Teachers’ Cognitive Flexibility and Interpersonal Problem Solving Skills
AB  - Purpose: In this study, the aim was to investigate pre–service teachers’ cognitive flexibility in terms ofspecific variables and determine the relationshipbetween pre–service teachers’ cognitive flexibility andinterpersonal problem solving skills. ResearchMethods: The study was designed in descriptivecorrelation model. Data were collected via theCognitive Flexibility Inventory and InterpersonalProblem Solving Inventory from 531 pre–serviceteachers who studied in the Primary Teacher TrainingDepartments during the fall semester of the 2017–2018academic years. Findings: The findings indicated thatthere were significant differences according to genderand maternal education status, while there were nosignificant differences according to class level,department, and fathers’ education status, socio–economic and socio–cultural status. In addition, therewas a relationship between pre–service teachers’cognitive flexibility and interpersonal problemsolving skills.Implications for Research and Practice: It has been shown that pre–service teachers, who arecognitively flexible, are able to solve problems constructively and persistently. It is thought thatan important characteristic of the professional and personal development and success of pre–service teachers who are trained to educate future generations to use their cognitive flexibilityskills effectively in the solution of interpersonal problems. Based on the findings, it isrecommended to take measures within the scope of teacher training in order to develop thecapacities of cognitive flexibility of pre–service teachers.
AU  - AYGÜN, Hanife ESEN
DO  - 10.14689/ejer.2018.77.6
PY  - 2018
JO  - Eurasian Journal of Educational Research
VL  - 18
IS  - 77
SN  - 1302-597X
SP  - 105
EP  - 128
DB  - TRDizin
UR  - http://search/yayin/detay/369510
ER  -