The Impact of Cognitive Factors on Evaluation and Feedback in the Problem-Solving Process of Upper-year University Students Preparing for Employment

This study empirically examined how early-stage cognitive factors in the problem-solving process (problem recognition, information acquisition, analytical ability, and divergent thinking) affect later-stage outcomes (evaluation and feedback) among upper-year university students preparing for employment. Survey data were collected from 283 third- and fourth-year students enrolled at four-year universities, and the data were analyzed using validity and reliability tests, correlation analysis, and multiple regression analysis. The results indicated that, in the evaluation model, problem recognition and divergent thinking had significant positive effects, whereas information acquisition and analytical ability were not significant. In contrast, in the feedback model, problem recognition, analytical ability, and divergent thinking showed significant positive effects, while information acquisition did not. These findings support the view that problem solving is not a single outcome-oriented act but a sequential cognitive process. In particular, clearly defining the problem, thinking flexibly across multiple perspectives, and analytically evaluating information play critical roles in shaping evaluation and feedback after problem solving. This study extends a process-oriented understanding of problem-solving competence among students transitioning to employment and provides practical implications for higher education by highlighting the importance of strengthening problem recognition, divergent thinking, and analytical ability in university curricula.