Pathways from cognitive flexibility to academic achievement: mediating roles of critical thinking disposition and mathematics anxiety

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dc.authoridGokce, Semirhan/0000-0002-4752-5598
dc.authoridGuner, Pinar/0000-0003-1165-0925
dc.contributor.authorGokce, Semirhan
dc.contributor.authorGuner, Pinar
dc.date.accessioned2024-11-07T13:31:45Z
dc.date.available2024-11-07T13:31:45Z
dc.date.issued2024
dc.departmentNiğde Ömer Halisdemir Üniversitesi
dc.description.abstractThe purpose of this study is to examine the mediating roles of critical thinking disposition and mathematics anxiety between cognitive flexibility and academic achievement. A cross-sectional study was held to observe and compare path coefficients among latent and observed variables across 662 university students studying elementary mathematics education. In concur with grade point average scores, Cognitive Flexibility Scale, UF/EMI Critical Thinking Disposition Instrument and Math Anxiety-Apprehension Survey scores were utilized for structural equation modeling analyses. The results of this study indicated that freshman students experience the greatest impact from cognitive flexibility on academic achievement, while sophomores experience the least impact. Additionally, with the exception of the model for sophomore students, the mediating effects of the critical thinking disposition between cognitive flexibility and academic achievement were positive and statistically significant. Additionally, none of the models' estimations of how mathematics anxiety would mediate between cognitive flexibility and academic achievement were statistically significant. Last but not least, for junior students only positive and statistically significant mediating effects of critical thinking disposition and mathematics anxiety between cognitive flexibility and academic achievement were found. This study put forth evidence to investigate cognitive flexibility, critical thinking disposition and math anxiety in higher education and to show the total, direct and mediating effects on academic achievement.
dc.description.sponsorshipNigde Omer Halisdemir University
dc.description.sponsorshipNo Statement Available
dc.identifier.doi10.1007/s12144-024-05642-0
dc.identifier.endpage18206
dc.identifier.issn1046-1310
dc.identifier.issn1936-4733
dc.identifier.issue20
dc.identifier.scopus2-s2.0-85182710184
dc.identifier.scopusqualityQ2
dc.identifier.startpage18192
dc.identifier.urihttps://doi.org/10.1007/s12144-024-05642-0
dc.identifier.urihttps://hdl.handle.net/11480/15026
dc.identifier.volume43
dc.identifier.wosWOS:001145761500002
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherSpringer
dc.relation.ispartofCurrent Psychology
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_20241106
dc.subjectAnxiety
dc.subjectCognitive flexibility
dc.subjectCritical thinking disposition
dc.subjectTeacher education
dc.titlePathways from cognitive flexibility to academic achievement: mediating roles of critical thinking disposition and mathematics anxiety
dc.typeArticle

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