Journal of education and health promotion · 2026
Pedagogical determinants of cognitive flexibility among pre-service school counselors in Indonesia: A multisite cross-sectional study.
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Irani Luthfita Cahya, Hidayah Nur, Ramli M, Eva Nur, Mamat Nordin Bin, Sari Widya Juwita
Аннотация
BACKGROUND: School counselors are mental-health service providers for students, working in complex and unpredictable situations that demand rapid adaptive responding. Cognitive flexibility is the core adaptive skill for this work, but how counselor education can cultivate cognitive flexibility in pre-service school counselors is still not well established. This study aims to investigate the association between the levels of cognitive flexibility and the pedagogical quality of counseling courses that have been implemented in counselor education programs in Indonesia.
MATERIALS AND METHODS: A total of 846 pre-service school counselors who had completed theoretical and practical counseling courses under supervision were recruited in this multisite cross-sectional survey study (MAge = 21.44, SD = 2.64). The respondents in our study came from 21 universities in Indonesia. An ordinal logistic regression model was used for statistical analysis.
RESULTS: The study found that (a) the scores of theoretical and practical counseling courses under supervisors, (b) students' ratings of their practical counseling course skills, (c) learning materials, (d) learning models, and (e) evaluation learning process significantly contribute to the levels of cognitive flexibility. Odds ratio analysis showedthat respondents who rated their counseling skills as "very good," used "real cases" as learning material, adopted an "active learning model," and used "self-reflection" for learning evaluation were more likely to demonstrate higher levels of their cognitive flexibility (CI = 95%).
CONCLUSIONS: This study contributes evidence-based insights for counselor educators and university policy makers to enhance pre-service counselor students' cognitive flexibility through real cases, active learning, and self-reflective evaluation.
MATERIALS AND METHODS: A total of 846 pre-service school counselors who had completed theoretical and practical counseling courses under supervision were recruited in this multisite cross-sectional survey study (MAge = 21.44, SD = 2.64). The respondents in our study came from 21 universities in Indonesia. An ordinal logistic regression model was used for statistical analysis.
RESULTS: The study found that (a) the scores of theoretical and practical counseling courses under supervisors, (b) students' ratings of their practical counseling course skills, (c) learning materials, (d) learning models, and (e) evaluation learning process significantly contribute to the levels of cognitive flexibility. Odds ratio analysis showedthat respondents who rated their counseling skills as "very good," used "real cases" as learning material, adopted an "active learning model," and used "self-reflection" for learning evaluation were more likely to demonstrate higher levels of their cognitive flexibility (CI = 95%).
CONCLUSIONS: This study contributes evidence-based insights for counselor educators and university policy makers to enhance pre-service counselor students' cognitive flexibility through real cases, active learning, and self-reflective evaluation.