The Relationship between Resilience and Distress Tolerance in College Students: The Mediator Role of Cognitive Flexibility and Difficulties in Emotion Regulation

Abstract

The purpose of this study is to examine the mediator role of cognitive flexibility and difficulties in emotion regulation in the relationship between resilience and distress tolerance amongst college students. The sample of the study involved 1114 students (771 females, 343 males) from various universities in Turkey. The mean age of the sample was 20.65 (Sd=2.77). The Resilience Scale, Distress Tolerance Scale, Cognitive Flexibility Scale, and Difficulties in Emotion Regulation Scale (DERS) had been used to collect data. In this study, a Serial Multiple Mediation Model was used, as proposed by Hayes. The findings showed that people with a higher level of distress tolerance possess higher degrees of cognitive flexibility and that cognitively more flexible individuals experience less difficulty in emotion regulation, and thus, lower levels of difficulty in emotion regulation were associated with an increase in resilience. Furthermore, the model in its entirety had proven to be statistically significant, accounting for 42% of the total variance.

Assessing the Effects of the COVID-19 Pandemic on Nontraditional Students’ Mental Health and Well-Being

“…Resilience is the capacity of individuals to overcome difficulties and maintain constancy in their lives ( Martin et al, 2015 ; McMurray et al, 2008 ; Waugh et al, 2008 ). Higher levels of resilience and distress tolerance are related to higher levels of cognitive flexibility and emotion regulation ( Arici-Ozan et al, 2019 ); therefore, the “real-world” life experiences of nontraditional students, such as work experience and caring for a family, may help create a more mature and successful student. Resilience will be an important trait in facing the threat of the pandemic.…”

“…The implications of this study suggest that the pandemic will negatively affect all college students’ mental health and well-being, as well as increase the high baseline of sleep disturbances and insomnia already experienced by college students ( Schlarb et al, 2017 ). However, there is good news regarding nontraditional students, in that both age and other nontraditional characteristics are correlated with higher levels of mental health resilience, which is related to the ability to overcome challenges, regulate emotions, and maintain status quo ( Arici-Ozan et al, 2019 ; Martin et al, 2015 ). Therefore, although support services will be needed for all students to ensure their educational goals are attained throughout and after the pandemic, nontraditional students may be better equipped to maintain and return to their previous levels of success.…”

Distress tolerance and executive functions: A systematic review.

“…This suggests the importance of this EF for tolerance of negative emotions. Regarding the remaining EFs, we found evidence of association—although scarce—between tolerance of negative emotions, and working memory and cognitive flexibility (Arici-Ozcan, 2019; Arici-Ozcan et al, 2019; Macatee et al, 2018). In summary, tolerance of negative emotions showed associations with all EFs, although the results on response inhibition remain contradictory and need to be further explored.…”

“…Regarding interference control, two studies found that lower tolerance of negative emotions was associated with greater difficulties in emotional regulation and symptoms of posttraumatic stress among participants with less interference control (Bardeen et al, 2015; Bardeen & Fergus, 2016). About the other two EFs, one study (Macatee et al, 2018) showed a relationship between working memory and tolerance of negative emotions, and two studies (Arici-Ozcan, 2019; Arici-Ozcan et al, 2019) showed a relationship between it and cognitive flexibility. In the first study, working memory was assessed through a behavioral task (Go-NoGo complex with working memory load) and tolerance of negative emotions was assessed through a self-report measure (Distress Intolerance Index).…”

A Systematic Review of Behavioral Interventions for Elementary School Children with Social, Emotional and Behavioral Difficulties: Contributions from Single-Case Research Studies

“…Behaviour problems within a classroom increase the stress levels of both teachers and students, disrupt the flow of lessons, impede learning objectives and the processes of learning, and negatively affect school climate (Parsonson, 2012). Students with SEBDs also tend to internalise problems such as anxiety and/or withdrawal, which in turn places them at risk of academic failure and dropout (Arici-Ozcan et al, 2019;Gunter et al, 2002;Riney & Bullock, 2012). Challenges in the classroom behavioural management of students with SEBD are usually a great concern for educational professionals; these challenges impact both the student and the classroom as a whole (Chafouleas et al, 2010;Clunies-Ross et al, 2008).…”