Buradasınız

BİLİŞSEL ESNEKLİĞİ YORDAYAN BAZı DEĞİŞKENLER

Journal Name:

Publication Year:

Keywords (Original Language):

Author NameUniversity of Author
Abstract (2. Language): 
Cognitive flexibility is an individual's being aware of his/her options when faced with new situations, of his/her capability in coping with these situations. In this study, some variables predicting cognitive flexibility were investigated. The study was conducted with 155 Cukurova University students within an age range of 17-18. Cognitive flexibility scale, parent attachment inventory, peer attachment inventory, interpersonal relation scale, social adequacy expectation scale, parent attitude inventory, and problem solving inventory were all utilized in this research. The results obtained suggest that the variables having significant effects on cognitive flexibility are social adequacy expectation, authoritative parent attitudes, and problem solving skills. We can thus state that adolescents with high level of social expectations and problem solving skills are more cognitively-flexible in dealing with issues compared to those with relatively lower social expectations and with less improved problem solving skills.
Abstract (Original Language): 
Bu çalışmada bilişsel esnekliği yordayan değişkenler incelenmeye çalışılmıştır. Bilişsel esneklik, bireyin seçeneklerin farkında olması, yeni durumlara uyum sağlaması ve bu durumlara ilişkin olarak kendisini yetkin hissetmesidir. Araştırma Çukurova Üniversitesinde yapılmıştır. Araştırmaya katılan öğrenciler 17-18 yaşları arasında bulunan toplam 155 kişidir. Araştırmada bilişsel esneklik ölçeği, anne baba bağlılık ölçeği, arkadaş bağlılığı ölçeği, kişilerarası ilişkiler ölçeği, sosyal yetkinlik beklentisi ölçeği, anne baba tutum ölçeği ve problem çözme envanteri kullanılmıştır. Araştırma sonunda elde edilen bulgular, bilişsel esnekliğe anlamlı olarak etki eden değişkenlerin, sosyal yetkinlik beklentisi, otoriter anne baba tutumu ve problem çözme becerisinin olduğunu göstermektedir. Sosyal yetkinlik beklentisi yüksek ve problem çözme becerisi yüksek ergenlerin diğer ergenlere oranla daha bilişsel esnek oldukları belirtilebilir. Otoriter anne baba tutumunun bilişsel esnekliğe engel oluşturduğu bulgular sonucu saptanmıştır.
142-157

REFERENCES

References: 

Aziz, A. (1990). Araştırma yöntemleri teknikleri ve iletişim. Ankara: İLAD Yayınları. Bandura, A. (1977). Self-efficacy. Toward a unifying theory of behavioral change.
Pyschological Review. 84, 191-215. Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37,
122-147.
Bandura, A. (1986). Social Foundations of Thought and Action: a Social Cognitive Theory. NJ: Prentice-Hall: Englewood Cliffs.
Bandura, A. (1989). Regulation of cognitive processes through perceived self-efficacy. Developmental Psychology, 25, 729-735.
Bandura, A. (1997). Self-efficacy: the exercise of control. Freeman, New York:
Bandura, A., Barbarenelli, C., Cappara, G. V., ve Pastorelli, C. (1996). Multifacased impact of self-efficacy belief on academic functioning. Child Development, 67, 1206-1222.
Bandura, A., Barbaranelli, C., Caprara, G.V., ve Pastorelli, C. (2001). Self-efficacy beliefs as
shapers of children's aspirations and career trajectories. Child Development, 72, 187¬206.
Bandura, A., Pastorelli, C., Barbaranelli, C.,ve Caprara, G.V. (1999). Self-efficacy pathwyas to childhood depression. Journal of Personality and Social Psychology, 76, 258-269.
Barton, W. H., Watkins, M., ve Jarjoura, R. (1997). Youths and communities: Toward comprehensive strategies for youth development. Social Work, 42, 483-493.
Beck, A.T. (1976). Cognitive therapy and the emotional disorders. New York: International Universities Pres.
Bilgin. M. (1999). Ergenlere yönelik sosyal yetkinlik beklentisi ölçeği geliştirme çalışması.
Türk Psikolojik Danışma ve Rehberlik Dergisi. 2,12,7-15. Bilgin. M. (2009). Developing a Cognitive Flexibility Scale: Validitity and Relaiability
Studies. SocialPersonality and Behavior. 37,4.
154
Mehmet Bilgin-- Ç. Ü. Eğitim Fakültesi Dergisi, 36 (2009) 142-157
Blain, M.D., Thompson, J.M., ve Whiffen, V.E. (1993). Attachment and perceived social
support in late adolescence: the interaction between working models of self and others. Journal of Adolescent Research, 8, 226-241. Büyüköztürk, Ş. (2002). Sosyal bilimler için veri analizi el kitabı. Ankara: PegemA Yayıncılık. Caprara, G.V., Regalia, C., ve Bandura, A. (2002). Longitudinal impact of perceived self-
regulatory efficacy on violent conduct. Europen Psychologist, 7, 63-69. Caprara, G.V., Barbaranelli, C., Pastorelli, C., ve Cervone, D. (2003). The contribution of self-efficacy beliefs to psychosocial outcomes in adolescence: Predicting beyond global dispositional tendencies. Personality and Individual Differences, Article in pres. Cohen, L., Manion, L.ve Morrison, K. (2001). Research methods in education. (Fifth edition.),
New York: Taylor & Francis Group. Coleman, K.P. (2003). Perceptions of parent-child attachment, social self-efficacy, and peer
relationship in middle childhood. Infant and Child Development, 12, 351-368. Cowen, E. L., Pedro-Carroll, J.L., ve Alpert-Gillis, L.J. (1990). Relationships between support and adjustment among childern of divorce. Journal of Child and Adolescent
Psychiatry, 31, 59, 727-735.
Dahlberg, L.L., ve Potter, L.B. (2001). Youth violence: Developmental pathways and
prevention challenges. American Journal of Preventive Medicine, 20, 3-14. Di Tommaso, E., Brannen-McNulty, C., Ross, L., ve Burges, M. (2002). Attachment styles,
social skills and loneliness in young adults. Personality and Individual Differences,
35,2, 303-312.
Doyle, A.B., Markiewicz, D., ve Hardy, C. (1994). Mother's and children's freindship:
Intergenerational associations. Journal of Social and Personal Relationships, 11, 363¬377.
Engels, R.C.M., Dekovic, M., ve Meeus, W. (2002). Parenting Practices, social skills and peer
relationships in adolescence. Social Behavior and Personality, 30,1, 3-18. Freedman, J. L., Sears, D. O., ve Carlsnith, M. (1998). Sosyal Psikoloji. (Ed.), Dönmez, A.
Ankara. İmge Kitabevi. Furman, W., ve Buhrmester, D. (1995). Children's perceptions of the personal relationship in
their social Networks. Developmental Psychology. 23, 1015-1024. Galanaki, E. P., ve Anastasia, K. (1999). Loneliness and social dissatisfaction: Its relation with
children's self-efficacy for peer interaction. Child Study Journal, 29, 1, 35-55. Heppner, P. P., ve Karuskopf, K. L. (1982). An informations processing approach to personal
problem solving. The Counseling Pyschologist. 15, 371-447. Hetherington, E.M., Cox, M., ve Cox, R. (1979). Play and social interaction in chilren
following divorce. Journal of Social Issues, 35, 26-49. Homel, R., Burns, A.,ve Goodnow, J. (1987). Parental social Networks and child development.
Journal of Social and Personal Relationships, 4, 159-177. Hortaçsu, N., ve Oral. A. (1991). Factors affecting relatinship of Turkish adolescents with
parents and same-sex friends. Jorunal of Social Pyschology. 131, 3, 413-427 Hunt, M. H., Meyers, J., Davies, G., Meyers, B., Grogg, R. K., ve Neel, J. (2002). A
comprehensive needs assesment to facilitate prevention of school drop out and violence. Psychology in The Schools, 39, 4, 399-416. Kashani, J. H., Canfield, L.A., Borduin, C.M., Soltys, S.M., ve Reid, J.C. (1994). Percived
family and social support impact on children. Journal of the American Academy of Child and Adolescent Psychiatry, 33, 819-823. Kuzgun, Y., ve Bacanlı, F. (2005). PDR 'de kullanılan ölçekler. Ankara: Nobel Yayıncılık. Löker, Ö. (1999). Differential effects of parent and peer attachment on social and emotional
lonelines among adolescents.
Yayınlanmamı
ş Yüksek Lisans Tezi. METU Sosyal Bilimler Enstitüsü.
155
Mehmet Bilgin-- Ç. Ü. Eğitim Fakültesi Dergisi, 36 (2009) 142-157
Malecki, C. K., ve Demary, M. K. (2002). Measuring perceived social support: Development of the child and adolescent social support scale (casss). Psychology in The Schools, 39,1, 1-18.
Malinckrodt, B. (1992). Childhood emotional bonds with parents, development of adult social competencies and the avaliability of social support. Journal of Counseling
Pyschology, 39, 453-461.
Markiewich, D., Doyle, A. B.,ve Brendgen, M. (2001). The quality of adolescents'friendships: Associations with mothers'interpersonal relationship, attachments to parents and friends, and prosocial behaviors. Journal of Adolescence, 24, 429-445.
Martin, M. M., ve Anderson, C.M. (1996). Communication traits: A cross-generational investigation. Communication Research Reports, 13, 58-67.
Martin, M. M., ve Anderson, C. M. (1998). The cognitive Flexibility Scale: Three validity studies. Communication Repots, 11, 1-9.
Martin, M.M., Anderson, C. M., ve Thweatt, K. S. (1998). Aggressive communication traits
and their relationship with the cognitive flexibility scale and the communication flexibility scale. Journal of Social Behavior and Personality, 13, 3, 34-45.
Martin, M. M., ve Rubin, R. B. (1994). Development of a communication flexibility scale. Southern Communication Journal, 59, 171-178.
Martin, M. M., ve Rubin, R. B. (1995). A new measure of cognitive flexibility. Psychological Reports, 76, 623-626.
Matsushima, R., ve Shiomi, K. (2003). Social self-efficacy and ınterpersonal stres in adolescence. Social Behavior and Personality, 314, 323-332.
Melby, J.N., Conger, R.D., Conger, J.K., ve Lorenz, F.Q. (1993). Effects of parental behavior on tobacco use byyoung male adolescents. Journal of Marriage and the Family, 55,
439-454.
Meeus, W., Oosterwegwl, A., ve Vollebergh, W. (2002). Parental and peer attachment an identity development in adolescence. Journal of Adolescence, 25,1, 93-106.
Mize, J., Pettit, G.S., ve Brown, E.G. (1995). Mothers' supervision of their children's peer play Relations with beliefs, perceptions, and knowledge. Developmental Pyschology, 31,
311-321.
Parkiz,
B.
, Reinherz, H.Z., ve Frost, A.K. (1992). Antisocial behavior in adolescence: A.
community study. Journal of Early Adolescence, 12, 300-313. Putallaz, M. (1987). Maternal behavior and chilren's sociometric status. Child Development,
58, 324-340.
Rice, K.G., FitzGerald, D.P., Whaley, T.J.,ve Gibbs, C.L. (1995). Cross-sectio longitudinal
examination of attachment, separation-individuation and college student adjustment.
Journal of Counseling and Development, 73, 463-474. Rice, K.G. (1990). Attachment in adolescence: A narritive and meta-analytic review. Journal
ofYouth and Adolescence, 19, 511-538. Rice, K.G., Cunningham, T.J., ve Young. M.B. (1997). Attachment to parents, competence,
and emotional well-being: A comparision of Black and White lateadolescents. Journal
of Counseling Psychology, 44, 89-101. Riggio, R. (1986). Assesment of basic social skills. Journal of Personality and Social
Psychology, 51, 649-660.
Robin , A.L., ve Foster, S.L. (1989). Negotiating parent-adolescent conflict: A behavioral
family systems approach. New York: Guilford Press.
Savaşır, İ., ve Şahin. N. H. (1997). Bilişsel davranışçı terapilerde değerlendirme: Sık
kullanılan ölçekler. Ankara: Türk Psikologlar Yayınları, No:9.
156
Mehmet Bilgin-- Ç. Ü. Eğitim Fakültesi Dergisi, 36 (2009) 142-157
Schwarzer, R., Hahn, A., ve Schröder, H. (1994). Social integration and social support in a life crisis: effects of macrosocial changes in East Germany. American Journal of Community Psychology, 22, 685-706. Sharabany, R. (1994). Intimate friendship scale: Conceptual underpinnings, psychometric properties and construct validity. Journal of Social and Personal Relationships, 11,
449-469.
Sheldon, B. (1995). Cognitive Behavioral Therapy. London: Routledge. pp 95. Sinclair, M. F., Christenson, S.L., Evelo, D., ve Hurley, C. (1998). Dropout prevention for high-risk youth with disabilities: Efficacy of a substained school engagment procedure. Exceptional Children, 65, 7-21. Solberg, V. C., O'Brein, K., Villereal, P., Kennel, R, ve Davis, B. (1993). Self-efficacy and Hispanic college students: Validation of the College Self-efiicacy Instrument. Hispanic Journal of Behavioral Sciences, 15, 1, 80-95. VincentRoehling, P., ve Robin, A.L.(1986). Development and validation of the family beliefs inventory: A measure of unrealistic beliefs among parents and adolescents. Journal of Consulting and Clinical Psychology, 54, 693-697. Wenz-Gross, M., ve Siperstein, G. N. (1997). Importance of social support in the adjustment of childern with learning problems. Exceptional Childern, 63, 2, 183-193.

Thank you for copying data from http://www.arastirmax.com