Prediction Concerning the Learned Helplessness about Mathematics of the 8th Grade Students: Problem-Solving Skills and Cognitive Flexibility

Abstract

The purpose of this study is to examine the relationship between the learned helplessness in mathematics, problem-solving skills, and cognitive flexibility of the secondary school 8th grade students. The sample consists of 638 8th grade students who attended 18 secondary schools in Muğla province during 2016-2017 school year. The data of the study was collected using the "The Learned Helplessness Scale in Mathematics" developed by Uysal-Koğ (2012), the "Problem Solving Inventory in Children" developed by Serin, Serin, and Saygılı, (2010), and "Cognitive Flexibility Scale" developed by Çelikkaleli (2014a). Significant correlations in negative direction were found between 8th grade students’ learned helplessness of mathematics, and problem solving skills and cognitive flexibility scores according to the first finding obtained from the study, significant positive correlation between problem solving skills and cognitive flexibility scores of the students. Secondly, problem-solving skills and cognitive flexibility scores predicted to learned helplessness in mathematics scores of the students significantly. Lastly, the cognitive flexibility of secondary school students played a partial mediating role between problem solving skills and learned helplessness towards mathematics. Findings are discussed and interpreted in the light of the literature.