Relationship between Cognitive flexibility, Tolerance of Ambiguity and Mindfulness among Mathematics’ students

Abstract

Students are the future of any society, ensuring their psychological well-being is optimal goal. This study aimed to investigate the relationship between cognitive flexibility, tolerance of ambiguity and mindfulness among mathematics’ students. Sample size of 300 students (M=150, F=150) was used in the study. The data was collected through purposive convenient sampling from different universities of Karachi. The study tested three hypothesis (1) There will be a positive relationship between cognitive flexibility, tolerance of ambiguity and mindfulness among mathematics’ student. (2) There will be a gender difference between cognitive flexibility, tolerance of ambiguity and mindfulness among mathematics’ student. (3) There will be a significant impact of mindfulness on academic performance among mathematics’ student. The scales used were Cognitive flexibility inventory questionnaire (CFIQ), Dennis, J. P., &amp; Vander Wall, J. S. (2010), Budner’s questionnaire of tolerance of ambiguity (Budner’s, 1962) and Mindfulness awareness attention scale (Brown &amp; Ryan, 2003). Descriptive statistical analysis and correlation coefficients were employed to explore this relationship. Finding revealed that Cognitive flexibility has significant positive relationship with mindfulness (r=.142, p<0.01). However, tolerance of ambiguity has moderate significant relationship with mindfulness (0.196, p<0.05). For gender difference, result showed that female scored higher on cognitive flexibility as compared to male (t= 2.922). Whereas, Male scored high on tolerance of ambiguity as compared to female participants (t=3.784). Impact of mindfulness was insignificant on academic performance. In future this study will contribute to the development of effective strategies in educational setting, underlying problem-solving and mathematical learning.