Investigation of the relationship between pre-service teachers' cognitive flexibility and emotional literacy status

The aim of the study is to examine the relationship between pre-service teachers' cognitive flexibility and emotional literacy and to examine cognitive variables in terms of various demographic variables (gender, age, department, university education other than where they live, type of high school they graduated from, mother's education level, father's education level). resilience and emotional literacy. In the research, data were collected from education faculties of more than one university and the research was carried out with 3332 teacher candidates. Of the pre-service teachers participating in the research, 2898 (87%) were women and 434 (13%) were men. Data were collected and analyzed by means of scales. Cognitive flexibility inventory and emotional literacy scale were used as scales. Since the data of the study showed normal distribution, Independent Sample T-Test for paired groups, Welch test for more than two groups, and Pearson Correlation values for relationship status were examined. Tamhane's T2 test results are based on to address differentiation for more than two groups. It was found that the pre-service teachers were above medium in terms of both cognitive flexibility (X=3.86) and emotional literacy (X=3.55) levels. When the cognitive flexibility of teacher candidates is considered in terms of variables, it differs according to the variables other than age and place of residence/learning (p≤.05). Men's cognitive flexibility was higher than women's. When the emotional literacy of teacher candidates is examined in terms of variables, there is a difference in terms of variables other than gender (p≤.05). Emotional literacy is higher among teacher candidates who study outside the place where they live. As a result of Pearson Correlation Analysis, it was determined that there was a moderately positive and significant relationship between pre-service teachers' cognitive flexibility and emotional literacy (r = .546, p < .001). The results of the research are discussed in the discussion section. Suggestions were made in the light of the results.