Reality vs. Rationality: A Correlational Study of Cognitive Distortion and Problem-Solving in Engineering Students

Abstract The present study investigates the relationship between cognitive distortions and problem-solving skills among undergraduate engineering students. Cognitive distortions, defined as irrational and negative thought patterns, have been linked to emotional and behavioral dysfunctions. Problem-solving, on the other hand, is a critical 21st-century skill that requires logical reasoning and cognitive flexibility. A sample of 200 engineering students (100 males and 100 females) was selected using a simple random sampling technique. Two self-constructed and standardized tools—the Cognitive Distortion Scale and the Problem-Solving Scale—were administered to measure the respective variables. Results indicated that both cognitive distortion and problem-solving scores fell within the average range. However, a weak positive correlation (r = 0.33912) was found between the two variables, suggesting that students with higher cognitive distortions may exhibit slightly better problem-solving performance, although not significantly. These findings imply the need for targeted cognitive-behavioral interventions and integration of emotional intelligence training within technical education to enhance students' rational thinking and problem-solving capabilities.