Çocuk Gelişimi Öğrencilerinin Bilişsel Esneklik Becerileri ile Öğretme Motivasyonları Arasındaki İlişkinin İncelenmesi

Abstract

The aim of this study is to examine the relationship between child development students' cognitive flexibility skills and their motivation to teach. A quantitative research design was used in the study. The sample consists of 257 child development students continuing their education. In the research, Personal Information Form containing information about child development students, Cognitive Flexibility Inventory (CFI) to determine cognitive flexibility levels, and Teaching Motivation Scale (TMS) to determine instructional motivation levels were used. As a result of the correlation analysis, it was revealed that there was a positive and significant relationship between the cognitive flexibility skills of child development students and their motivation for learning, and there was a low-to-moderate positive relationship between the ages of the children. child development students and cognitive flexibility skills, and alternative and control dimensions, which are two sub-dimensions. . In addition, a significant difference was found between men and women in the control sub-dimension of cognitive flexibility according to gender. It has been revealed that the cognitive flexibility and cognitive control levels of child development students differ significantly according to whether their mothers work or not, the order of their siblings, and their fathers' occupations. Key Words: Child