Cognitive Flexibility Scale Research Articles

An Investigation of the Relationship between Psychological Flexibility and Bisexuality

ABSTRACTThe flexibility model of bisexuality views bisexuality as the successful integration of homosexual and heterosexual identities into a dual sexual orientation. In addition, the model characterizes bisexual individuals as cognitively and interpersonally flexible. In this study, the authors tested the “bisexuals are more flexible” hypothesis. Participants (N = 640; 40% bisexuals) completed an online survey that included the Cognitive Flexibility Scale, the Battery of Interpersonal Capabilities, and the Outness Inventory. Bisexuals and nonbisexuals did not differ on the two measures of psychological flexibility or outness. Asexuals, however, scored lower on cognitive flexibility and outness. Outness scores were correlated with scores on both measures of psychological flexibility, which suggests that persons who are more open about their sexual orientation are also more flexible, cognitively and interpersonally.

THE EFFECT OF COGNITIVE FLEXIBILITY OF ATHLETES ON PERSON-ORGANIZATION

This study was conducted to determine the effect of cognitive flexibility of athletes on Person-Organization Fit. With this, it was aimed to determine the levels of cognitive flexibility and Person-Organization Fit of athletes and to show their differences according to their descriptive characteristics. This research was restricted to amateur soccer players and the athletes who played in amateur football teams in Kilis, Nigde, Karaman and Konya. A total of 269 athletes were given a personal information form, a cognitive flexibility scale and a Person-Organization Fit scale. It has been determined that cognitive flexibility in work is a determinant of individual organizational alignment. When the cognitive flexibility sub-dimensions are examined, it is determined that the ability to control cannot be related to the individual organization fit, and that the alternative solution making team influences the individual's organization fit. Also in the study, cognitive flexibility and Person-Organization Fit did not differ according to the descriptive characteristics of the athletes, and the result was that the athletes were at similar level. Article visualizations:

High School Students' Cognitive Flexibility Is Predicted by Self-Efficacy and Achievement.

In this research, the prediction cognitive flexibility obtained by general self-efficacy, academic self-efficacy, social self-efficacy, emotional self-efficacy and achievement is examined. This study is executed in 2014- 2015 academic year on 760 high school students who are between ages 15 and 18. Cognitive flexibility Scale is developed by Bilgin (2009b) is used for defining cognitive flexibility, Self-Efficacy Scale is developed by Celikkaleli, Gundogdu ve Kiran-Esen (2006) is used for defining self-efficacy. Achievement information are determined from TEOG’s input points of students. Data are tested by regression analysis. The results of research shows the facts that cognitive flexibility is predicted meaningfully in positive direction by five of the variables “ achievement, general self-efficacy, academic self-efficacy, social self-efficacy and emotional self-efficacy ”. In the multiple regression analysis, it is found that five variables all together explain 34% of cognitive flexibility. Also, it is found in stepwise regression analysis that cognitive flexibility is predicted meaningfully by their two variables. Article visualizations:

The Effect of Cognitive Flexibility of Athletes on Person-Organization

This study was conducted to determine the effect of cognitive flexibility of athletes on Person-Organization Fit. With this, it was aimed to determine the levels of cognitive flexibility and Person-Organization Fit of athletes and to show their differences according to their descriptive characteristics. This research was restricted to amateur soccer players and the athletes who played in amateur football teams in Kilis, Nigde, Karaman and Konya. A total of 269 athletes were given a personal information form, a cognitive flexibility scale and a Person-Organization Fit scale. It has been determined that cognitive flexibility in work is a determinant of individual organizational alignment. When the cognitive flexibility subdimensions are examined, it is determined that the ability to control can not be related to the individual organization fit, and that the alternative solution making team influences the individual's organization fit. Also in the study, cognitive flexibility and Person-Organization Fit did not differ according to the descriptive characteristics of the athletes, and the result was that the athletes were at similar level.

Development and validation of the Japanese version of cognitive flexibility scale.

BackgroundVarious instruments have been developed to assess cognitive flexibility, which is an important construct in psychology. Among these, the self-report cognitive flexibility scale (CFS) is particularly popular for use with English speakers; however, there is not yet a Japanese version of this scale. This study reports on the development of a Japanese version of the cognitive flexibility scale (CFS-J), and the assessment of its internal consistency, test–retest reliability, and validities.MethodsWe used the standard translation–back-translation process to develop the Japanese wording of the items and tested these using a sample of 335 eligible participants who did not have a mental illness, were aged 18 years or older, and lived in the suburbs of Tokyo. Participants included office workers, public servants, and college students; 71.6 % were women and 64.8 % were students. The translated scale’s internal consistency reliability was assessed by calculating Cronbach’s alpha and McDonald’s omega, and test–retest reliability was assessed with 107 eligible participants via intra-class correlation coefficient (ICC) and Spearman’s correlation of coefficient. Exploratory factory analysis (EFA) and correlations with other scales were used to examine the factor-based and concurrent validities of the CFS-J.ResultsResults indicated that the CFS-J has good internal consistency (Cronbach’s alpha = 0.847, McDonald’s omega = 0.871) and acceptable test–retest reliability (Spearman’s = 0.687, ICC = 0.689). EFA provided evidence that the CFS-J has a one-factor structure and factor loadings were generally appropriate. The total CFS-J score was significantly and positively correlated with the cognitive flexibility inventory-Japanese version and its two subscales, along with the cognitive control scale and the positive subscale of the short Japanese version of the automatic thought questionnaire–revised (ATQ-R); further, it had a significantly negative correlation with the negative subscale of the ATQ-R (ps < 0.001). This study developed a Japanese version of the cognitive flexibility scale and confirmed its reliability and validity among a sample of people with no current mental illness, who were living in the suburbs of Tokyo.

On the Relationship between Iranian EFL Teachers' Cognitive Flexibility and Iranian EFL Learners' Attitudes towards English Language Learning

It is believed that EFL learners' positive attitudes highly influence their language success. Students' negative attitudes can be replaced by positive ones and this is partly the art and duty of the teachers. Accordingly, there is a need for EFL teachers to try to promote their students' positive attitudes. Different factors including EFL teachers' characteristics contribute to the development of EFL learners' positive attitudes. This study explored the relationship between Iranian EFL teachers' cognitive flexibility and Iranian EFL learners' attitudes towards English language learning. To achieve this aim, a sample of 357 Iranian EFL teachers and 1785 Iranian EFL learners participated for gathering the data. To measure EFL teachers' cognitive flexibility and EFL learners' attitudes as demanded for the study, Iranian EFL teachers filled out Cognitive Flexibility Scale and Iranian EFL learners completed Attitude towards English Language Learning Questionnaire in terms of Behavioral, Cognitive and Emotional aspects. For data analysis Pearson Product-Moment Correlation was run. The results showed a significant relationship between Iranian EFL teacher's CF and their students' attitudes towards English language learning. The results of this study can provide hints for all those who involve in EFL teaching and learning to think about how to integrate CF into EFL educational policy as well as how to promote it as a vital mental capability in EFL teachers and learners. DOI: 10.5901/mjss.2015.v6n6s1p34

The Relationship between Response Inhibition and Cognitive Flexibility with Behavioral Symptoms in Children with High Functioning Autism

Introduction: The association of autism symptoms and cognitive abilities can facilitate the etiology and treatment of autism disorders. Destruction of executive functions seems to be one of the cognitive reasons of potential phenotype in autistic disorder. Thus, the present paper aims to study the relationship between response inhibition and cognitive flexibility with autistic symptoms. Materials and Methods: In this cross-sectional study, 50 children with high-Functioning autism were selected using convenience sampling method with the High-Functioning Autism Spectrum Screening Questionnaire (ASSQ). Then the Gilliam Autism Rating Scale (GARS) was completed by therapist and neuropsychological tests of stroop and cognitive flexibility scale were taken by the subjects. Pearson correlation coefficient and multi-variant regression were used for data analysis. Results: There is a significant negative relationship between response inhibition with communicative and social interaction symptoms (P < 0.01, P < 0.05, P < 0.001). There is a significant negative relationship between cognitive flexibility with communicative, social interaction and stereotype behavior symptoms (P < 0.01, P < 0.05). The results of regression analysis also show that response inhibition can predict communication symptoms. Cognitive flexibility can predict social interaction symptoms (P < 0.01, P < 0.05). Conclusion: The results obtained by this study indicate the significant role of response inhibition and cognitive flexibility in autistic symptoms. Thus, it is recommended to consider executive functions for new treatment of children with autism disorder.

The Effect of Cognitive Flexibility on Higher School Students’ Study Strategies

Cognitive flexibility has been defined as the person's being aware of alternative ways and options, being flexible in accommodating to new situations, and feeling competent in the situations when the person is flexible. In the study, the effect of cognitive flexibility on higher school students’ study strategies has been investigated. The sample of the study consists of 554 students. The Cognitive Flexibility Scale used to collect data for this study has been designed by Bilgin (2009). The scale used to specify study strategies has been developed by Öztürk, Koç and Çetin (2004). At the end of the study, it is seen that there is a significant relation between sub-dimensions of Cognitive Flexibility Scale and Study Attitudes Inventory.

أثر برنامج تدریبی قائم على عمل الدماغ فی تنمیة المرونة المعرفیة لدى تلامیذ الحلقة الثانیة من التعلیم الأساسی . The Effect of a Training Program Based on Brain Based Learning in Developing Cognitive Flexibility of Second Primary School Students

هدف البحث إلي التحقق من فاعلية برنامج تدريبي قائم على عمل الدماغ في تنمية المرونة المعرفية لدى تلاميذ الحلقة الثانية من التعليم الأساسي، واستخدم البحث مقياس المرونة المعرفية إعداد الباحث، والبرنامج التدريبي إعداد الباحث، وتکونت عينة البحث من (60) تلميذا وتلميذة من تلاميذ الصف الأول الإعدادي، تم تقسيمهم إلي مجموعتين إحداهما تجريبية وعددهم (30) تلميذا وتلميذة، والأخرى ضابطة وعددهم (30) تلميذا وتلميذة، وتوصلت النتائج إلي وجود فروق ذات دلالة إحصائية في المرونة المعرفية بين متوسطي درجات تلاميذ المجموعة التجريبية ومتوسطي درجات تلاميذ المجموعة الضابطة فئ القياس البعدي لصالح تلاميذ المجموعة التجريبية، بالإضافة إلي وجود فروق ذات دلالة إحصائية في المرونة المعرفية بين متوسطي درجات تلاميذ المجموعة التجريبية في القياس القبلي والقياس البعدي لصالح القياس البعدي، کما توصل البحث أيضا إلي عدم وجود فروق ذات دلالة إحصائية في المرونة المعرفية بين متوسطي درجات تلاميذ المجموعة التجريبية في القياس البعدي والقياس التتبعي. The current research aimed at identifying the effectiveness of a Training Program Based on Brain Based Learning in developing cognitive flexibility. It had been used cognitive flexibility scale by the researcher and the training programme by the researcher. The research sample consisted of (60)first grade middle schoolstudents, divided into two groups; experimental group (n=30), and control group (n=30) of boys and girls. Results indicated;the existence of significant differences in cognitive flexibility post measurement between of the experimental and the control group scores means in favor of the experimental group, the existence of significant differences in pre and post cognitive flexibility measurement between the experimental group scores means in favor of post measurement, and the non existence of significant differences in both post and follow up cognitive flexibility measurement between the experimental group scores means.

The Validity and Reliability of the Cognitive Flexibility Scale

The aim of this study is to study the validity and reliability of the cognitive flexibility scale (CFS) for a Turkish adaptation. For the factor analysis and reliability studies, data was collected from 370 high school students (160 female, 210 male, Xage=16.15, ss=1.33). In addition, data was collected from 392 adolescents for scale dependant reliability (218 female, 174 male, Xage=16.11, ss=1.14). The results of the completed studies reveal that the CFS, which consists of 11 items, explains 43%, of the variance in the total groups, and that CFS is unidimentional. In addition, the internal coefficient (α) parameters of the measuring tools in the total group were .74. A significant difference was found in the 27 percentile of sub and top groups with regard to all CFS items. In a criterion referenced reliability study, significant correlations were found between CFS and problem solving inventory sub scales and their total score.

The Relation Between Cognitive Flexibility and Academic, Social and Emotional Self-Efficacy Beliefs Among Adolescents

The aim of this study is to examine the relation between cognitive flexibility and the academic, social, and emotional self-efficacy beliefs of adolescents. For this purpose, data was collected from 270 high school student adolescents (163 female, 107 male, Xage=16.00, ss=1.11). The cognitive flexibility scale and the adolescent self-efficacy expectation scale were used. According to the first finding obtained, while the cognitive flexibility, academic self-efficacy, and social self-efficacy beliefs did not differentiate according to sex, the emotional self-efficacy scores differentiated in favour of males. Second, significant relations in positive terms were obtained between cognitive flexibility and academic, social, and emotional self-efficacy beliefs. Lastly, emotional and social self-efficacy beliefs were found to predict cognitive flexibility scores in a significant way.

Reliability and validity of two self-report measures of cognitive flexibility.

Neuropsychological testing currently represents the gold standard in assessing cognitive flexibility. However, this format presents some challenges in terms of time and skills required for administration, scoring, and interpretation. Two self-report measures of cognitive flexibility have been developed to measure aspects of cognitive flexibility in everyday settings, although neither has been validated in an older sample. In this study, we investigated the psychometric properties of 2 self-report measures of cognitive flexibility, the Cognitive Flexibility Inventory (CFI; Dennis & Vander Wal, 2010) and the Cognitive Flexibility Scale (CFS; Martin & Rubin, 1995), against neuropsychological measures of cognitive flexibility in a clinical sample of 47 older adults with comorbid anxiety and depression and a nonclinical sample of 53 community-dwelling older adults. Internal consistency was good for the CFS and CFI in all samples. The clinical sample reported poorer cognitive flexibility than did the nonclinical sample on self-report measures and performed more poorly on some neuropsychological measures. There was evidence of convergent validity between the 2 self-report measures but little relationship between the self-report and neuropsychological measures of cognitive flexibility, suggesting that self-report measures assess a different aspect of cognitive flexibility than does neuropsychological testing. Divergent validity was weak from measures of anxiety and depression in the combined and nonclinical samples but acceptable in the clinical sample. Results suggest that these measures are suitable for use with an older adult sample but do not assess the same aspects of cognitive flexibility as are assessed by neuropsychological assessment.

Propensity for experiencing flow: The roles of cognitive flexibility and mindfulness.

This study examined cognitive skills related to flow disposition. College students from a mid-sized U.S. university (64 women and 41 men, M age = 20 years, age range = 18–28 years) were recruited from undergraduate classes to complete a survey that contained the Cognitive and Affective Mindfulness Scale-Revised (Feldman, Hayes, Kumar, Greeson, & Laurenceau, 2007), the Cognitive Flexibility Scale (Martin & Ruben, 1995), and the Dispositional Flow Scale-2 General (Jackson & Eklund, 2002). A hierarchical regression analysis indicated that when demographic variables and history of mindfulness meditation were held constant cognitive flexibility and mindfulness were good predictors of flow disposition, R 2 = .42, adjusted R 2 = .39, F(5, 99) = 14.30, p < .001. Conclusions and implications are discussed.

Sense of humour and adolescents' cognitive flexibility

Objective: There is a lack of research on humour among adolescents in South Africa. This article examines cognitive flexibility and humour. The objective was to investigate the roles of gender and language as possible moderating variables in the relationship between adolescents’ cognitive flexibility and sense of humour. Design: A correlational research design was used in which pupils were asked to complete the Multidimensional Sense of Humor Scale to assess their sense of humour. In order to determine the cognitive flexibility of the sample group, Martin and Rubin’s Cognitive Flexibility Scale was applied. Setting and subjects: The initial sample comprised 1 203 adolescents (Grade 11 and 12 pupils) randomly selected from the Eastern Cape, Gauteng and Mpumalanga. Of these, a final 392 adolescents qualified after eliminating criteria had been applied. Results: No significant correlations were found between the total group or for the two genders. Significant positive correlations were found between cognitive flexibility and two of the scores for humour (creating and expressing humour), as well as for the total score for Afrikaans-speaking participants. Significant negative correlations were found between cognitive flexibility and all five of the scores for humour for the Nguni language speakers. Conclusion: This study recommends that culturally sensitive measuring instruments should be developed.

Assessment of Cognitive Flexibility in Anorexia Nervosa – Self-Report or Experimental Measure? A Brief Report

This study investigated the correspondence between self-report and experimental measures of cognitive flexibility in individuals with anorexia nervosa (AN) and healthy controls (HCs). Ninety-four participants (45 individuals with AN and 49 HCs) completed the self-report Cognitive Flexibility Scale (CFS) and an experimental task, the Brixton Spatial Anticipation Test. The AN group performed poorly on both measures of cognitive flexibility compared with HCs. There was no significant correlation between the CFS scores and the errors on the Brixton Test for both groups. The findings suggest there is poor correspondence between the self-report measure of cognitive flexibility and performance on the flexibility test. These two assessment tools therefore cannot be used interchangeably to assess cognitive flexibility. Flexibility is an important clinical characteristic in AN. The results suggest that self-report and behavioral measures can be complementary, but cannot be used as an alternative to one another.

The Cognitive Flexibility Inventory: Instrument Development and Estimates of Reliability and Validity

The cognitive flexibility inventory (CFI) was developed to be a brief self-report measure of the type of cognitive flexibility necessary for individuals to successfully challenge and replace maladaptive thoughts with more balanced and adaptive thinking. It was designed to measure three aspects of cognitive flexibility: (a) the tendency to perceive difficult situations as controllable; (b) the ability to perceive multiple alternative explanations for life occurrences and human behavior; and (c) the ability to generate multiple alternative solutions to difficult situations. The two studies presented in this manuscript describe the initial development of the CFI and a 7-week longitudinal study. Results from these studies indicate the CFI has a reliable two-factor structure, excellent internal consistency, and high 7-week test–retest reliability. Preliminary evidence was obtained for the CFI’s convergent construct validity via the CFI’s correlations with other measures of cognitive flexibility (Cognitive Flexibility Scale) and coping (Ways of Coping Checklist-Revised), respectively. Support was also demonstrated for the concurrent construct validity of the CFI via its correlation with the BDI-II. Further research is needed to investigate the reliability and validity of the CFI among clinical populations.

Developing a cognitive flexibility scale: Validity and reliability studies

This research was aimed at developing a scale for measuring the cognitive flexibility of adolescents. This scale will help us to understand how flexible individuals are in regard to themselves, others, and the environment. It consists of 19 items and is in the form of semantic differentials. Reliability and validity were tested using a sample of 637 adolescents. The Cognitive Flexibility Scale (CFS) was prepared so it was parallel to the structure of the 3 dimensions of semantic differential scales. The 3 dimensions in the CFS explain 51.33% of total variance of the scale. The internal consistency for the scale was found to be .92. Item-total correlations of the items were between .49 and .63. Test-retest correlation coefficiency within an eight-week interval was .77, and the split-half coefficiency was .87. In the criterion validity tests of the scale, the divergent validity was tested by means of the Dysfunctional Attitude Scale (Weissman &amp; Beck, 1978). The correlation between the two scales was found to be -.44.

The cognitive flexibility scale: Three validity studies

The complexities of everyday life reinforce the need to be cognitively flexible. Cognitive flexibility refers to a person's awareness of communication alternatives, willingness to adapt to the situation, and self‐efficacy in being flexible. Three studies were conducted to establish further the validity of the Cognitive Flexibility Scale (Martin & Rubin, 1995). In Study One, cognitive flexibility was positively related to two other identified constructs of communication competence, assertiveness and responsiveness. In Study Two, respondents’ assessments of their own cognitive flexibility were positively related to ratings from their friends. In Study Three, a positive relationship was found between being cognitively flexible and confidence in performing communication behaviors.

A New Measure of Cognitive Flexibility

This paper contains a description of a scale to measure cognitive flexibility. In Study 1, 247 participants completed the Cognitive Flexibility Scale, the Communication Flexibility Scale, and the Rigidity of Attitudes Regarding Personal Habits Scale. In Study 2, 275 participants completed the Cognitive Flexibility Scale, the Interaction Involvement Scale, the Self-monitoring Scale, and the Unwillingness to Communicate Scale. Analysis showed the Cognitive Flexibility Scale to be internally reliable and supported its construct and concurrent validity.