The purpose of this study is to examine the mediator role of cognitive flexibility and difficulties in emotion regulation in the relationship between resilience and distress tolerance amongst college students. The sample of the study involved 1114 students (771 females, 343 males) from various universities in Turkey. The mean age of the sample was 20.65 (Sd=2.77). The Resilience Scale, Distress Tolerance Scale, Cognitive Flexibility Scale, and Difficulties in Emotion Regulation Scale (DERS) had been used to collect data. In this study, a Serial Multiple Mediation Model was used, as proposed by Hayes. The findings showed that people with a higher level of distress tolerance possess higher degrees of cognitive flexibility and that cognitively more flexible individuals experience less difficulty in emotion regulation, and thus, lower levels of difficulty in emotion regulation were associated with an increase in resilience. Furthermore, the model in its entirety had proven to be statistically significant, accounting for 42% of the total variance.

In the current study, the problems posed by pre-service primary school teachers within the context of semi-structured problem formation were analyzed according to their type, cognitive structure, and content knowledge. A total of 134 pre-service primary school teachers attending a state university in Turkey participated in the current study designed in line with the case study design. The pre-service teachers were presented with a table and they were asked to establish a problem suitable for the elementary level using the data given in the table. The data were collected through the established problem statements and written explanations of the participants. The collected data were analyzed by using both content and descriptive analyses. The findings have revealed that the pre-service teachers less preferred real-life problems than routine type of problems and the problems at the level of reasoning than the problems at the levels of knowing and applying. Moreover, nearly half of the pre-service teachers erroneously expressed the grade level for which they established their problem. The results have shown that the pre-service teachers do not adequately use real-life problems and problems at the level of reasoning and that there are deficiencies in their mathematical content knowledge depending on their knowledge of the curriculum.

The aim of this research is to examine the psychological resilience levels of students studying in the Faculty of Sports Sciences according to some variables. The sample of the study consisted of Sports Sciences Faculty students of Duzce University, and the population consisted of 200 students from the Sports Sciences Faculty selected through a convenience sampling method. An eight-item personal information form developed by the researcher for demographic characteristics and ‘‘Short form of resilience scale’’ to determine resilience levels of participants were used. According to data obtained, while resilience levels, grades, gender, branch, department, age, and income variables of participants did not show a significant difference (p>0,05), it showed a significant difference according to sports age and place of living variables (p<0,05). Besides it was determined that resilience scores of male participants were higher than females, and team athletes had higher scores than individual athletes, lower classes had higher scores than upper classes, sports management students had higher scores than coaching and physical education and sports teaching students, and students who had younger age had higher scores than students who had older age. As a result of research, it was determined that resilience could be differed by class, sports age, residence variables. Also, it was revealed that sports age affects resilience negatively.

This research’s aim was to explore the role of cognitive flexibility in mediating the effect of intrinsic motivation on the creativity of junior high school students. A creativity scale, an intrinsic motivation inventory and a cognitive flexibility inventory were utilized to investigate a sample of junior high school students in Shaanxi Province in western China. 765 valid questionnaires were collected and analyzed using the structural equation model (SEM). The SEM analysis showed that intrinsic motivation and cognitive flexibility have significantly positive impacts on junior high school students’ creativity. Furthermore, a full model revealed that cognitive alternatives and cognitive control mediate the relationship intrinsic motivation and creativity, and the mediation effect of cognitive alternatives is significantly greater than that of cognitive control. In general, the current research suggests that the impact of intrinsic motivation on junior high school students’ creativity is mediated by cognitive flexibility, and its results amplify prior scholars’ research results and give educators an inspiration how to cultivate creativity for the middle school students.

The definition of creativity among professional mathematicians and the definition of mathematical creativity in the classroom context are significantly different. The purpose of this study was to investigate the relationship between students’ mathematical creativity (i.e., cognitive flexibility) and figure apprehension when solving geometric problems with novel auxiliary features such as straight lines and curved lines. In other words, this study determined if geometry knowledge influenced mathematical creativity (cognitive flexibility) in problem-solving. Grade-12 students participated in the intervention. The high school that is the research topic attempts to equip students with academic abilities and is, except for vocational schools, the most popular form of high school among all other types. Such a school was chosen for the study so that a significant proportion of students in Makassar could be represented. In this study, we discovered a relationship between cognitive flexibility and the geometric ability of pupils while solving problems involving auxiliary lines. This indicates that the usage of auxiliary lines as a reference for developing pupils’ creative thinking skills must be advocated. In addition, good geometric abilities (e.g., visual thinking, geometrical reasoning) will encourage pupils to generate various problem-solving concepts. This finding contributes significantly to future research by focusing on auxiliary lines.

This study investigated college students’ career maturity as a mediator of the effect of professional identity on academic achievement. The researchers developed a structural equation model and a research hypothesis using the Chinese college students’ professional identity scale, career maturity scale, and academic achievement scale. After experts’ revision and confirmatory analysis, the 3 scales had sufficient reliability, validity, and fit. The researchers distributed electronic questionnaires to students in 4 universities in Jilin Province, China, and participants responded using 5-point Likert-type scales. The researchers collected 1,104 valid questionnaires. According to the analysis, college students’ professional identity is a positive predictor of their academic achievement, and career maturity partially mediates the influence of professional identity on academic achievement. Therefore, improving Chinese college students’ professional identity may improve their academic achievement, and professional identity can have a positive effect on academic achievement through career maturity. University administrators and teachers should enhance the career maturity of college students and promote their professional development.

This exploratory and descriptive study aims to theoretically promote the schema of pseudo-thinking processes in mathematical problem-solving by students. The participants in this study were 36 eighth graders and one math teacher. The researchers collected the data using tests and interviews. The results showed that the structure of pseudo-thinking based on the processes of assimilation and accommodation is theoretically composed of five hierarchical components, namely (a) the structure of the problem, (b) the structure of the subject's thinking, (c) the analytic process, (d) the integration of structures or substructures, and (e) the complete integration of structures. When the subject integrates incomplete substructures into existing thinking schemes, assimilation or accommodation becomes imperfect, resulting in cognitive disequilibrium. The results of such a thought process are called pseudo-thinking. Pseudo-thinking processes can be refined and improved into actual thinking processes through reflection and scaffolding. Assimilation and accommodation occur through defragmentation or organization to rearrange the internal schema so that full structural integration occurs. In the end, the subject experiences cognitive equilibrium so that it becomes an actual student thought process.