SavedAdd your journal

Journals / Journal for the Education of Gifted Young Scientists / 2026 / Volume: 13 Issue: 2

The effect of high school students’ time perspective perceptions on their cognitive flexibility and academic self-efficacy

İremnaz Gültekin0009-0009-9514-5061
Onur Ağaoğlu(Ankara Üniversitesi)0000-0001-8718-3804
Pages
—
Publication Date
2025-06-30
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

In this context, it is recommended to develop educational programmes that enhance students’ awareness of time perspectives and support cognitive flexibility.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study aims to reveal the relationship between time perspectives, cognitive flexibility, and academic self-efficacy among secondary school students.
📊
Key Findings & Data:The study, which was prepared using the correlational survey method from quantitative research designs, included a sample group of 300 students enrolled at Keçiören Vatansever Şehit Tümgeneral Aydoğan Aydın Science High School, Nahit Menteşe Anatolian High School, and Mamak Science and Art Centre in the districts of Keçiören and Mamak in Ankara.
💡
Conclusion & Impact:In this context, it is recommended to develop educational programmes that enhance students’ awareness of time perspectives and support cognitive flexibility.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Time perspective · Cognitive flexibility · Academic self-efficacy

Abstract

This study aims to reveal the relationship between time perspectives, cognitive flexibility, and academic self-efficacy among secondary school students. The study, which was prepared using the correlational survey method from quantitative research designs, included a sample group of 300 students enrolled at Keçiören Vatansever Şehit Tümgeneral Aydoğan Aydın Science High School, Nahit Menteşe Anatolian High School, and Mamak Science and Art Centre in the districts of Keçiören and Mamak in Ankara. In addition to the form prepared to determine the demographic information of the participants, the Cognitive Flexibility Scale, Zimbardo’s Time Perspective Scale, and Academic Self-Efficacy Scale were used after obtaining the necessary permissions. According to the findings obtained as a result of the analyses, the cognitive flexibility of high school students in the “Past Positive Time”, “Present Hedonic Time” and “Future Time” perspectives positively affect their cognitive flexibility and academic self-efficacy. Furthermore, female students scored higher than male students, and students whose mothers did not work scored higher than those whose mothers worked in all time perspectives except for future time. In this context, it is recommended to develop educational programmes that enhance students’ awareness of time perspectives and support cognitive flexibility.

🔖

Cite This Article

Gültekin, İ., Ağaoğlu, O., *, O. A. (2025). The effect of high school students’ time perspective perceptions on their cognitive flexibility and academic self-efficacy. Journal for the Education of Gifted Young Scientists, Volume: 13 Issue: 2. https://ajindex.com/articles/1279587

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (62)

  1. Akirmak, U. (2021). The validity and reliability of the Zimbardo Time Perspective Inventory in a Turkish sample. Current Psychology: A Journal for Diverse Perspectives on Diverse Psychological Issues, 40(5), 2327–2340. https://doi.org/10.1007/s12144-019-0153-3
  2. Akkoç Arabacı, L. N., & Cesur Soysal, G. (2021). Psikolojik iyi oluş: Zaman perspektifi ve psikolojik esnekliğin rolü [Psychological well-being: The role of time perspective and psychological flexibility]. Türk Psikoloji Yazıları, 24(48), 94–105. https://doi.org/10.31828/tpy1301996120210712m000041
  3. Alsaif, B., Hassan, S. U. N., Alzain, M. A., Almishaal, A. A., & Zahra, A. (2024). Cognitive flexibility’s role in reducing academic stress during the COVID-19 pandemic. Psychology Research and Behavior Management, 27(1), 457– 466. https://doi.org/10.2147/PRBM.S451211
  4. Apostolidis, T., Fieulaine, N., Simonin, L., & Rolland, G. (2006). Cannabis use, time perspective and risk perception: Evidence of a moderating effect. Psychology and Health, 25, 571–592. https://halshs.archives- ouvertes.fr/halshs-00408109
  5. Artino, A. R. (2012). Academic self-efficacy: From educational theory to instructional practice. Perspectives on Medical Education, 1, 76–85. https://doi.org/10.1007/s40037-012-0012-5
  6. Bilgiç, R., & Bilgin, M. (2016). Ergenlerin cinsiyet ve öğrenim kademesi düzeylerine göre bilişsel esneklik düzeyleri ile karar stratejileri arasındaki ilişkinin incelenmesi [Examining the relationship between cognitive flexibility levels and decision-making strategies according to gender and educational level among adolescents]. Uşak Üniversitesi Eğitim Araştırmaları Dergisi, 2(2), 39–55.
  7. Bilginer, B. (2022). Spor lisesi öğrencilerinin akademik öz yeterlik düzeyleri ile spora yönelik tutumları arasındaki ilişkinin incelenmesi: Aydın ili örneği [Examining the relationship between academic self-efficacy levels and attitudes towards sports among sports high school students: The case of Aydın Province] [Master thesis, Aydın Adnan Menderes University]. Aydın Adnan Menderes University.
  8. Bozorgi Kazerooni, A., & Gholamipour, N. (2023). Investigating the moderating role of cognitive flexibility in the relationship between maltreatment and emotion regulation in adolescence with childhood trauma. Journal of Research and Health, 13(2), 133–142. http://dx.doi.org/10.32598/JRH.13.2.2075.1
  9. Cañas, J. J., Quesada, J. F., Antoli, A., & Fajardo, I. (2003). Cognitive flexibility and adaptability to environmental changes in dynamic complex problem-solving tasks. Ergonomics, 46(5), 482–501. https://doi.org/10.1080/0014013031000061640
  10. Deak, G. O. (2003). The development of cognitive flexibility and language abilities. Advances in Child Development and Behavior, 31, 271–327. https://doi.org/10.1016/S0065-2407(03)31007-9
  11. Demirbilek, H. (2021). Lise öğrencilerinde bilişsel esneklik, öznel iyi oluş, affetme ve öz-şefkat arasındaki ilişkilerin yapısal eşitlik modellemesi ile incelenmesi [A structural equation modelling analysis of the relationships between cognitive flexibility, subjective well-being, forgiveness, and self-compassion among high school students] [Master thesis, Yüzüncü Yıl University]. Yüzüncü Yıl University, Edicational Science Institute.
  12. Deng, X., Zeng, H., Liang, M., & Qiu, J. (2022). Relations between different career-development profiles, academic self-efficacy and academic motivation in adolescents. Educational Psychology, 42(2), 259–274. https://doi.org/10.1080/01443410.2021.2007853
  13. Dennis, J. P., & Vander Wal, J. S. (2010). The cognitive flexibility inventory: Instrument development and estimates of reliability and validity. Cognitive Therapy and Research, 34(3), 241–253. https://doi.org/10.1007/s10608-009- 9276-4
  14. Doğan Laçin, B. G., & Yalçın, İ. (2019). Üniversite öğrencilerinde öz-yeterlilik ve stresle başa çıkma stratejilerinin bilişsel esnekliği yordama düzeyleri [The predictive levels of cognitive flexibility in self-efficacy and stress coping strategies among university students]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34(2), 358–371. https://doi.org/10.16986/HUJE.2018037424
  15. Dullas, A. R. (2018). The development of academic self-efficacy scale for Filipino junior high school students. Frontiers in Education, 3, Article 19. https://doi.org/10.3389/feduc.2018.00019
  16. Durdukoca, Ş. F. (2010). Sınıf öğretmeni adaylarının akademik özyeterlik algılarının çeşitli değişkenler açısından incelenmesi [An investigation of prospective classroom teachers' perceptions of academic self-efficacy in terms of various variables]. Abant İzzet Baysal Üniversitesi Dergisi, 10(1), 69–77.
  17. Erickson, E. H. (1964). Childhood and society (2nd ed.). W. W. Norton.
  18. Eryılmaz, A. (2009). Ergenlik döneminde stres ve başa çıkma [Stress and coping during adolescence]. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 6(2), 20–37.
  19. Folkman, S., & Lazarus, R. S. (1985). If it changes it must be a process: Study of emotion and coping during three stages of a college examination. Journal of Personality and Social Psychology, 48(1), 150–170. https://doi.org/10.1037/0022-3514.48.1.150
  20. Folkman, S., Lazarus, R. S., Gruen, R. J., & DeLongis, A. (1986). Appraisal, coping, health status, and psychological symptoms. Journal of Personality and Social Psychology, 50(3), 571–579. https://doi.org/10.1037/0022- 3514.50.3.571
  21. Gao, Y. J. (2011). Time perspective and life satisfaction among young adults in Taiwan. Social Behavior and Personality, 39(6), 729–736. https://doi.org/10.2224/sbp.2011.39.6.729
  22. Gürsoy, E. (2024). Ortaokul öğrencilerinde kariyer gelecek zaman perspektifi: Öz-yeterlik ve sonuç beklentisinin aracı rolü [Career future time perspective among secondary school students: The mediating role of self- efficacy and outcome expectations] [PhD thesis, Ondokuz Mayıs University]. Ondokuz Mayıs University, Postgraduate Education Institute.
  23. Hampel, P., & Petermann, F. (2006). Perceived stress, coping, and adjustment in adolescents. Journal of Adolescent Health, 38(4), 409–415. https://doi.org/10.1016/j.jadohealth.2005.02.014
  24. Harms, M. B., Shannon Bowen, K. E., Hanson, J. L., & Pollak, S. D. (2018). Instrumental learning and cognitive flexibility processes are impaired in children exposed to early life stress. Developmental Science, 21(4), 1–13. https://doi.org/10.1111/desc.12596
  25. Hillier, A., Alexander, J. K., & Beversdorf, D. Q. (2006). The effect of auditory stressors on cognitive flexibility. Neurocase, 12(4), 228–231. https://doi.org/10.1080/13554790600878887
  26. Honicke, T., & Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: A systematic review. Educational Research Review, 17, 63–84. https://doi.org/10.1016/j.edurev.2015.11.002
  27. Ionescu, T. (2011). Exploring the nature of cognitive flexibility. New Ideas in Psychology, 30(2), 190–200. https://doi.org/10.1016/j.newideapsych.2011.11.001
  28. Jessor, R. (1991). Risk behavior in adolescence: A psychosocial framework for understanding and action. Journal of Adolescent Health, 12(8), 597–605. https://doi.org/10.1016/1054-139X(91)90007-K
  29. Kandemir, M. (2010). Akademik erteleme davranışını açıklayıcı bir model [An explanatory model of academic procrastination behaviour] [PhD thesis, Gazi University]. Gazi University, Education Sciences Institute.
  30. Karasar, N. (2013). Bilimsel araştırma yöntemi [Scientific research method] (25th ed.). Nobel Publication.
  31. Kleppang, A. L., Steigen, A. M., & Finbråten, H. S. (2023). Explaining variance in self-efficacy among adolescents: The association between mastery experiences, social support, and self-efficacy. BMC Public Health, 23(1), Article 1665. https://doi.org/10.1186/s12889-023-16603-w
  32. Kömür, B. E. (2018). Üniversite öğrencilerinde bilişsel esneklik ile stresle başa çıkma becerileri arasındaki ilişkinin araştırılması [Investigating the relationship between cognitive flexibility and stress coping skills in university students] [Master thesis, Üsküdar University]. Üsküdar University, Social Sciences Institute.
  33. Krohne, H. W. (2002). Stress and coping theories. In International encyclopedia of the social & behavioral sciences (Vol. 22, pp. 15163–15170). Elsevier. https://doi.org/10.1016/B0-08-043076-7/03817-1
  34. Kuyumcu, B., & Kirazcı, F. (2020). The link between cognitive flexibility and educational stress among high school students: Mediation through perception of teacher acceptance. Turkish Psychological Counseling and Guidance Journal, 10(58), 515–530.
  35. Larson, R., Wilson, S., & Rickman, A. (2009). Globalization, societal change, and adolescence across the world. In R. Lerner & L. Steinberg (Eds.), Handbook of adolescent psychology (pp. 590–622). Wiley. https://doi.org/10.1002/9780470479193.adlpsy002018
  36. Lazarus, R. S. (1993). From psychological stress to the emotions: A history of changing outlooks. Annual Review of Psychology, 44(1), 1–21. https://doi.org/10.1146/annurev.ps.44.020193.000245
  37. Lazarus, R. S., & Folkman, S. (1987). Transactional theory and research on emotions and coping. European Journal of Personality, 1(3), 141–169. https://doi.org/10.1002/per.2410010304
  38. McLaughlin, K. A., Hatzenbuehler, M. L., Mennin, D. S., & Nolen-Hoeksema, S. (2011). Emotion dysregulation and adolescent psychopathology: A prospective study. Behaviour Research and Therapy, 49(9), 544–554. https://doi.org/10.1016/j.brat.2011.06.003
  39. Milfont, T. L., Andrade, P. R., Belo, R. P., & Pessoa, V. S. (2008). Testing Zimbardo Time Perspective Inventory in a Brazilian sample. Interamerican Journal of Psychology, 42(1), 49–58.
  40. Özbak, E. (2021). Bilişsel esneklik ile depresif belirtiler arasındaki ilişkide duygu düzenleme becerilerinin aracı rolünün incelenmesi [The examination of the mediating role of emotion regulation skills in the relationship between cognitive flexibility and depressive symptoms] [Master thesis, Trabzon University]. Trabzon University, Postgraduate Education Institute.
  41. Özcan, B. (2022). İnternet oyunu oynama bozukluğu olan ergenlerde başa çıkma stratejileri, psikolojik dayanıklılık ve algılanan stres arasındaki ilişkinin incelenmesi [The relationship between coping strategies, psychological resilience and perceived stress in adolescents with internet gaming disorder] [Medical thesis, Adnan Menderes University]. Adnan Menderes University, Faculty of Medicine.
  42. Öztürk, S. (2019). Ergenlerde bilişsel esneklik ve duygusal özerklik: Bilişsel duygu düzenleme stratejilerinin aracı rolü [Cognitive flexibility and emotional autonomy in adolescents: The mediating role of cognitive emotion regulation strategies] [Master thesis, Çukurova University]. Çukurova University, Social Sciences Institute.
  43. Patterson, J. M., & McCubbin, H. I. (1987). Adolescent coping style and behaviors: Conceptualization and measurement. Journal of Adolescence, 10(2), 163–186. https://doi.org/10.1016/S0140-1971(87)80086-6
  44. Rajabi, S., Nazarpour, M., & Tabnak, F. (2017). Predict cognitive emotion regulation strategies using the flexibility of mind, retention and continuous performance in adolescents. Neuropsychology, 3(9), 9–24.
  45. Sağar, M. E. (2022). Ergenlerde okulda öznel iyi oluşun yordayıcıları: Duygu düzenleme, başa çıkma ve bilişsel esneklik [Predictors of subjective well-being in adolescents at school: Emotion regulation, coping, and cognitive flexibility]. Ege Eğitim Dergisi, 23(2), 133–149. https://doi.org/10.12984/egeefd.1060883
  46. Sapmaz, F., & Doğan, T. (2013). Assessment of cognitive flexibility: Reliability and validity studies of Turkish version of the cognitive flexibility inventory. Ankara University, Journal of Faculty of Educational Sciences, 46(1), 143–161.
  47. Satan, A. A. (2014). Dini inanç ve bilişsel esneklik düzeylerinin öznel iyi oluş düzeyine olan etkisi [The effect of religious beliefs and cognitive flexibility levels on subjective well-being levels]. 21. Yüzyılda Eğitim ve Toplum Eğitim Bilimleri ve Sosyal Araştırmalar Dergisi, 3(7), 56–74.
  48. Şengül, F. N. (2021). Gençlerde dini tutum ve hedonizm [Religious attitudes and hedonism among young people] [PhD thesis, Marmara University]. Marmara University, Social Sciences Institute.
  49. Silk, S. J., Steinberg, L., & Morris, S. A. (2003). Adolescents’ emotion regulation in daily life: Links to depressive symptoms and problem behavior. Child Development, 74(6), 1869–1880. https://doi.org/10.1046/j.1467- 8624.2003.00643.x
  50. Spear, L. P. (2000). The adolescent brain and age-related behavioral manifestations. Neuroscience and Biobehavioral Reviews, 24(4), 417–463. https://doi.org/10.1016/S0149-7634(00)00014-2
  51. Steinberg, L. (2013). Adolescence (10th ed.). McGraw-Hill, Inc.
  52. Steinberg, L., & Morris, A. S. (2001). Adolescent development. Annual Review of Psychology, 52(1), 83–110. https://doi.org/10.1146/annurev.psych.52.1.83
  53. Ulutaş, E. (2024). Ergenlerde öznel iyi oluş, bilişsel esneklik, algılanan stres ve duygu düzenleme güçlüğü: Alternatif modellerin test edilmesi [Subjective well-being, cognitive flexibility, perceived stress, and emotion regulation difficulties in adolescents: Testing alternative models] [PhD thesis, Anadolu University]. Anadolu University, Postgraduate Education Institute.
  54. Wittmann, M., Vollmer, T., Schweiger, C., & Hiddemann, W. (2006). The relation between the experience of time and psychological distress in patients with hematological malignancies. Palliative & Supportive Care, 4(4), 357–363. https://doi.org/10.1017/S1478951506060469
  55. Yaşın, F., & Sunal, A. B. (2016). Zaman yönelimi ile ilişki problemlerine verilen tepkiler arasındaki ilişkide ilişki doyumunun aracı rolü [The mediating role of relationship satisfaction in the relationship between time orientation and relationship problems]. Türk Psikoloji Dergisi, 31(78), 79–90. https://www.researchgate.net/publication/313032116
  56. Yayman, B. (2024). Üniversite öğrencilerinde bilişsel esneklik ve kariyer uyumu arasındaki ilişkide gelecek zaman perspektifinin aracı rolü [The mediating role of future time perspective in the relationship between cognitive flexibility and career fit among university students] [Master thesis, Pamukkale University]. Pamukkale University, Education Sciences Institute.
  57. Yıldız, F. (2018). Ergenlerde bilişsel esneklik ile psikolojik belirtiler arasındaki ilişkide duygu düzenleme güçlüğünün aracı rolünün incelenmesi [Examining the mediating role of emotion regulation difficulties in the relationship between cognitive flexibility and psychological symptoms in adolescents] [Master thesis, Mersin University]. Mersin University, Education Sciences Institute.
  58. Yokoyama, S. (2019). Academic self-efficacy and academic performance in online learning: A mini review. Frontiers in Psychology, 9, Article 2794. https://doi.org/10.3389/fpsyg.2018.02794
  59. Zimbardo, P. G., & Boyd, J. N. (1999). Putting time in perspective: A valid, reliable individual differences metric. Journal of Personality and Social Psychology, 77(6), 1271–1288. https://doi.org/10.1037/0022-3514.77.6.1271
  60. Zimbardo, P. G., & Boyd, J. N. (2009). The time paradox: The new psychology of time that will change your life. Free Press.
  61. Zimbardo, P. G., D’Alessio, M., Guarino, A., & De Pascalis, V. (2003). Testing Zimbardo’s Stanford Time Perspective Inventory (STPI) - Short Form. Time & Society, 12(2–3), 333–347. https://doi.org/10.1177/0961463X030122010
  62. Zimbardo, P. G., Keough, K. A., & Boyd, J. N. (1997). Present time perspective as a predictor of risky driving. Personality and Individual Differences, 23(6), 1007–1023. https://doi.org/10.1016/S0191-8869(97)00113-X