University Students’ Social Problem Solving Styles on the basis of Their Cognitive Flexibility Levels

The aim of this study is to examine the social problem solving attitudes and styles of university students based on their levels of cognitive flexibility. Using the convenience sampling method, data was collected from 18-25 year-old university students attending four-year faculties (including the Education Faculty, Engineering Faculty, and the School of Physical Education and Sports) at Gaziantep University. The study participants were 109 females and 111 males. The data collection instruments of the study were the Cognitive Flexibility Scale (CFS), which was developed by Martin and Rubin (1995) and adapted into Turkish by Altunkol (2011), and the Social Problem Solving Inventory-Short Version, which was revised by D’ Zurilla, Nezu and Maydeu-Olivares (2004) and adapted into Turkish by ？ekici (2009). The study results showed that university students’ social problem solving skills as well as attitudes and styles towards a problem, significantly differed in terms of their cognitive flexibility levels. Thus, the attitudes of students with high cognitive flexibility towards a problem were more positive than the ones with low and moderate levels of cognitive flexibility. Considering problem solving styles, the students with high cognitive flexibility levels were found to have better problem solving styles. It was found that the students with high cognitive flexibility levels scored higher in Rational Problem Solving Sub-scale; and scored less in Inattentive/Impulsive Problem Solving and Avoidant Problem Solving Subscales. Considering the fact that cognitive flexibility is an ability that can be improved, we suggest that psycho-educational training programs be developed and used to improve cognitive flexibility levels of individuals with low cognitive flexibility skills