Üniversite öğrencilerinin bilişsel esneklik, duygusal öz-yeterlik ve kişilerarası problem çözme becerileri arasındaki ilişki

This research was carried out to investigate the relationship between university students' cognitive flexibility, emotional self-efficacy and interpersonal problem-solving skills. The other aims of the study are to examine whether the cognitive flexibility, emotional self-efficacy and interpersonal problem-solving skills of university students show a significant difference according to gender, grade level, educational status of students' parents, program types and age. The universe of the research consists of university students studying at the undergraduate level in Istanbul in 2020-2021. The sample of the study was determined by convenient sampling and criterion sampling method and consists of university students (n=416) who continue their education at Yeditepe University in 2020-2021 who are studying in the faculties of Social Sciences, Science and Health Sciences. For the purposes of the research, Personal Information Form, Cognitive Flexibility Inventory, Emotional Self-Efficacy Scale and Interpersonal Problem Solving Inventory were applied to the students. In the next step, Pearson Correlation Analysis was performed to understand the relationship between normally distributed data. After the correlational analysis, independent samples t-test and one-way analysis of variance were used in terms of analysis of differences. The obtained information was analyzed with SPSS 25.0 package program. In the correlation analysis, a significant relationship was found between university students' cognitive flexibility, emotional self-efficacy and interpersonal problem solving skills. Significant relationships were found between university students' levels of emotional self-efficacy and constructive problem solving, insistent-persevering approach and approaching problems in a negative way. When the relationship between the cognitive flexibility variable and demographic variables was examined, no significant difference was found in the cognitive flexibility levels of university students according to their gender, grade level, education level of their parents, program types and ages. When it comes to the relationship between emotional self-efficacy and demographic variables, it was determined that university students' emotional self-efficacy levels changed according to their gender, grade level, program type and age. It has been revealed that women's emotional self-efficacy levels are higher than men's. It was found that the emotional self-efficacy levels of the third grade students were higher than the second grade students. Results also showed that the emotional self-efficacy levels of those who study in the field of Social Sciences are higher than those who study in Science. It has been revealed that the emotional self-efficacy levels of those aged 21-22 are higher than those aged 19-20. In the relationship between interpersonal problem solving skills and demographic variables, it was determined that university students' interpersonal problem solving skills changed according to their gender and age. It has been found that the constructive problem solving levels of women are higher than that of men, and the levels of lack of self-confidence and unwilling to take responsibility approach in men are higher than that of women. It has also been revealed that the level of approaching problems in a negative way of university students aged 23 and over is higher than those between the ages of 21-22.