The relationship model between cognitive flexibility and emotional creativity: The mediating role of critical thinking in elementary school teachers in Saqqez city
Document Type : Original Article
Authors
1 Department of Psychology, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran
2 Master's student in Educational Psychology, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran
Abstract
Background and Aim: This study examined the relational model between cognitive flexibility and emotional creativity among elementary school teachers in Saqqez, considering the mediating role of critical thinking.
Methods: The research design was a descriptive correlational study with path analysis method and the statistical population consisted of all elementary school teachers in Saqqez during the 2024–2025 academic year, totaling 770 individuals. The sample size was determined to be 260 using G*Power software. The instruments used in this study included the Averill Emotional Creativity Scale (1991), the Dennis and Vander Wal Cognitive Flexibility Scale (2010), and the Ricketts Critical Thinking Questionnaire (2003). Data were analyzed using descriptive and inferential statistics in SPSS version 27, and structural equation modeling in AMOS version 29 was employed to test the hypothesized model and assess its fit.
Results: The results of structural equation modeling indicated that the final model showed a good fit with the data; the direct path from cognitive flexibility to critical thinking and the path from critical thinking to emotional creativity were significant (p < 0.01), while the direct path from cognitive flexibility to emotional creativity was not significant (p > 0.05). The indirect effect of cognitive flexibility on emotional creativity through critical thinking was also significant (p < 0.01).
Conclusion: These findings suggest that enhancing critical thinking skills can strengthen the impact of cognitive flexibility on teachers’ emotional creativity, thereby contributing to improved educational performance. This research can serve as a foundation for designing educational programs and psychological interventions for elementary school teachers.
Methods: The research design was a descriptive correlational study with path analysis method and the statistical population consisted of all elementary school teachers in Saqqez during the 2024–2025 academic year, totaling 770 individuals. The sample size was determined to be 260 using G*Power software. The instruments used in this study included the Averill Emotional Creativity Scale (1991), the Dennis and Vander Wal Cognitive Flexibility Scale (2010), and the Ricketts Critical Thinking Questionnaire (2003). Data were analyzed using descriptive and inferential statistics in SPSS version 27, and structural equation modeling in AMOS version 29 was employed to test the hypothesized model and assess its fit.
Results: The results of structural equation modeling indicated that the final model showed a good fit with the data; the direct path from cognitive flexibility to critical thinking and the path from critical thinking to emotional creativity were significant (p < 0.01), while the direct path from cognitive flexibility to emotional creativity was not significant (p > 0.05). The indirect effect of cognitive flexibility on emotional creativity through critical thinking was also significant (p < 0.01).
Conclusion: These findings suggest that enhancing critical thinking skills can strengthen the impact of cognitive flexibility on teachers’ emotional creativity, thereby contributing to improved educational performance. This research can serve as a foundation for designing educational programs and psychological interventions for elementary school teachers.
Keywords
)