Cognitive flexibility and belonging among university students: mediating role of adaptation

Ateş-Ös, Aliye; Bulut-Serin, Nergüz

doi:10.1007/s12144-023-04577-2

Cited by 4 publications

(1 citation statement)

References 41 publications

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“…Literature shows that students with higher cognitive flexibility have a greater sense of belonging to their academic institutions because of the mediating role of adaptability. 11,12 The need to instill CF and adaptability among university students has been emphasized in the literature; 2,3 and recent literature underscores its importance in enhancing learning self-efficacy in online mediums of instruction. 12 This is because the modern world in the 21st century is becoming increasingly complex and unpredictable and is projected to increase in its complexity in the forthcoming eras.…”

Section: Introductionmentioning

confidence: 99%

Cognitive Flexibility’s Role in Reducing Academic Stress During the COVID-19 Pandemic

Alsaif,

Hassan,

Alzain

et al. 2024

PRBM

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Background: Cognitive flexibility (CF) in the psychological literature has been described as an individual's ability to produce several solutions and retain control in novel situations. Recently, the COVID-19 pandemic appeared to be an ideal scenario that demanded the application of adaptive thinking by students to deal with several challenges of the pandemic. Aim: This study aimed to assess the role of CF in reducing academic stress among university students due to the sudden and strict implementation of online education during the COVID-19 pandemic. Methods: This study employed a cross-sectional survey design and data collection was completed during the 2020-2021 academic year. The study sample comprised 328 university students from Saudi Arabia. The online survey method was used, and study tools comprises of reliable and valid psychological measures to assess CF, academic stress, the negative impact of the COVID-19 pandemic, and emotional symptoms. IBMSPSS25 was used for statistical analysis of data. Multiple regression analysis was applied to determine the role of CF in reducing academic stress after controlling for other factors such as gender, age, academic year, negative impact of COVID-19 on daily life, and unpleasant emotional experiences. Results: CF was significantly decreased the risk of experiencing academic stress (b = -0.196, t = -3.54; p < 0.001; 95% CI = -3.53 to -0.11) after controlling for the negative impact of the COVID-19 pandemic on daily life (b = 0.119, t = 2.09; p < 0.05; 95% CI = 0.02-0.63) and emotional repercussions (b = 0.109, t = 1.91; p < 0.05; 95% CI = -0.01-0.15). Conclusion:The current findings suggest that CF could be fostered among university students as a useful mental tool to cope with academic stress during less-structured educational and social circumstances that may impact their daily lives and emotional wellness.Plain Language Summary: Cognitive Flexibility (CF), also known as the capacity for adaptive thinking, has been recognized as an important mental coping tool. The prolonged implementation of full-time online studies during the COVID-19 pandemic has been a source of academic stress among university students. This study examined the positive impact of cognitive flexibility on academic stress by collecting data from university students who underwent full-time online studies during the COVID-19 pandemic in Saudi Arabia. The study findings validated the protective role of CF, and recommended devising appropriate educational strategies that could foster adaptive thinking and enable students to cope with study-related stressors during uncertain times.

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Section: Introductionmentioning

confidence: 99%

Cognitive Flexibility’s Role in Reducing Academic Stress During the COVID-19 Pandemic

Alsaif,

Hassan,

Alzain

et al. 2024

PRBM

View full text Add to dashboard Cite

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Do college students with higher attachment anxiety or avoidance tend to have lower subjective social status? Evidence from a cross‐sectional and a longitudinal study

Wang,

Cheng,

Zhou

et al. 2024

Psychology in the Schools

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The present study examined the relationship between adult attachment and subjective social status (SSS) in college students through a cross‐sectional survey (Study 1) and a longitudinal study (Study 2). In Study 1, 1300 college students were recruited via research flyers and online campus advertisements. They completed measures of adult attachment and SSS. The results showed that higher attachment anxiety and avoidance negatively predicted SSS. In Study 2, 958 freshmen students were recruited via the Freshmen Entrance Ceremony and underwent assessment four times (T1, T2, T3, and T4) at monthly intervals. The latent growth model results showed a significant decline in SSS during the first month of campus life, followed by a slow increase over the subsequent 2 months. While attachment avoidance did not predict a decline in SSS, attachment anxiety positively predicted the rate of decline in SSS, which meant that the higher the attachment anxiety was, the slower the rate of decline in SSS. Both studies indicated that both dimensions of attachment influence freshmen's SSS and that only attachment anxiety plays a role in the dynamics of SSS.

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Unveiling the interplay between EFL teachers’ cognitive flexibility, emotion regulation, and foreign language teaching anxiety: A structural equation modeling approach

Mutlu,

Solhi

2024

Learning and Motivation

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Cognitive flexibility and belonging among university students: mediating role of adaptation

Cited by 4 publications

References 41 publications

Cognitive Flexibility’s Role in Reducing Academic Stress During the COVID-19 Pandemic

Cognitive Flexibility’s Role in Reducing Academic Stress During the COVID-19 Pandemic

Do college students with higher attachment anxiety or avoidance tend to have lower subjective social status? Evidence from a cross‐sectional and a longitudinal study

Unveiling the interplay between EFL teachers’ cognitive flexibility, emotion regulation, and foreign language teaching anxiety: A structural equation modeling approach

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