Cognitive flexibility (CF) is a fundamental human ability to adjust cognitive processing strategies to deal with new and unpredicted situations. In this sense, using valid and theoretically grounded measures of cognitive flexibility is critical. A new measure of CF, the Cognitive Flexibility Inventory, has recently been validated. This measure comprises two subscales: (1) Alternatives, which assesses ability in identifying alternative solutions and generating several explanations; and (2) Control, which assesses ability in perceiving difficult conditions as controllable. The main purpose of our study was to investigate the factorial structure, reliability, and measurement invariance of the Cognitive Flexibility Inventory in an Italian sample of university students. A self-report questionnaire was administered to 543 Italian university students. Results showed acceptable construct validity for the Italian version of the Cognitive Flexibility Inventory. Specifically, both exploratory and confirmatory factor analysis supported a two-factor model, Alternatives and Control, with19 items. Moreover, multigroup analyses showed structural invariance across sex. In sum, our results suggested that the Italian version of the Cognitive Flexibility Inventory is a valid instrument for assessing cognitive flexibility.

This study aimed to evaluate which aspects of moral disengagement (MD), empathy, and representations of the victim’s experience (VER) could be predictors of cyberbullying (CB). One hundred and eight-nine students (11–17 years old) completed 3 self-report questionnaires: An MD scale, an empathy scale, and a CB questionnaire. In relation to the personal experience of CB, four groups were identified: Victim, bully, bully/victim, and no experience with CB. The linear bivariate correlation analysis shows correlations between empathy and VER, between empathy and MD, and between MD and VER. A multinomial logistic regression identified which predictors could increase a subject’s probability of belonging to one of the four groups regarding the personal experience of CB (victim, bully, bully/victim, no experience). Findings highlighted that low cognitive empathy might increase the probability for a student to belong to the bullies’ group, rather than the victims’ group. Furthermore, low perception of the consequences of CB on the victim might increase the probability of belonging to the bully, bully/victim, and no experience groups. Then, a high score in the diffusion of responsibility was a significant predictor of belonging to the victim group rather than the no experience group. Results from this study confirm the need for preventive measures against CB, including the empowerment of cognitive empathy, decreasing the diffusion of responsibility, and increasing the awareness of the consequences of CB on the victim.