Influence of Cognitive Flexibility on the Problem-Solving Ability of Design Majors in Private Undergraduate Institutions in Shaanxi, China: Critical Thinking as a Mediating Variable

Abstract

This study aims to explore the mechanisms between cognitive flexibility, critical thinking disposition, and problem-solving ability among design major students at private universities in Shaanxi Province, China. The research is driven by the current challenges in design education, where students face rigid thinking, insufficient innovation, and weakened problem-solving abilities. The study addresses the question of how cognitive flexibility directly influences problem-solving ability, and whether critical thinking plays a mediating role in this process. The research employs a quantitative approach, using a cross-sectional survey design, with a stratified random sample of 268 design major students from five private universities in Shaanxi Province. The revised scales for cognitive flexibility, critical thinking, and problem-solving ability are used as measurement tools, with standardized procedures for survey distribution and data collection. Data analysis is conducted using SPSS software, including regression analysis and Bootstrap mediation tests. The results show that cognitive flexibility significantly predicts both critical thinking and problem-solving ability, and that critical thinking partially mediates the relationship between cognitive flexibility and problem-solving ability. This study not only enriches the theoretical explanation of cognitive and thinking structures in design education contexts, but also provides empirical evidence for curriculum reform and the development of higher-order abilities in higher education. According to metacognitive theory (Flavell, 1976), individuals optimize their thinking and problem-solving by self-awareness, monitoring, and regulating their cognitive processes. In the study results, cognitive flexibility significantly predicts critical thinking and problem-solving ability, which aligns with the core principle of metacognitive theory: when students possess higher cognitive flexibility, they are able to quickly adjust their thinking approaches when facing complex tasks, shifting between different cognitive frameworks and information sources. This not only helps generate innovative solutions but also enhances their critical thinking abilities. Future research should integrate multi-source data (e.g., student, teacher, and course evaluations) to more comprehensively examine the relationships among cognitive flexibility, critical thinking, and problem-solving ability among design majors at private undergraduate institutions.