The relationship between cognitive flexibility, self-regulated learning, and self-efficacy

This study aimed to examine the relationship between self-regulated learning ability, cognitive flexibility and self-efficacy. The research was designed with the relational screening model. For this purpose, a total of 555 amateur athletes, 305 of whom were women (55.0%) (Xage=21.91±3.19) and 250 of whom were men (45.0%) (Xage=23.15±4.13), participated in the study. "Self-regulated Learning Scale in Sports", "Athlete Cognitive Flexibility Inventory", Self-Efficacy in Sports Scale" and "Personal Information Form" created by the researchers were used as data collection tools in the research. During the analysis and interpretation of the data, normality assumptions were first examined. After it was determined that the assumptions were met, T-Test was used according to the gender variable and Pearson Correlation analysis was used according to the variables of age and years of doing sports. In addition, PATH analysis was used to determine the effect of self-regulated learning, which was considered as an exogenous variable within the scope of the research, on cognitive flexibility and self-efficacy level. According to the findings of the research, significant differences were detected between the groups according to the gender variable. However, it was determined that there were significant relationships according to the variables of age and years of doing sports. Finally, it was determined that self-regulated learning did not predict the level of self-efficacy and did not have a significant effect on individuals, however, self-regulated learning significantly predicted the level of cognitive flexibility. 42% of the total variance in cognitive flexibility is explained by self-regulated learning. The results of this study show that self-regulated learning does not have a direct significant effect on individuals' self-efficacy levels, but can significantly predict their cognitive flexibility levels. Keywords: Cognitive Flexibility, Self-regulated Learning, Self-efficacy