Author:
Nakhostin-Khayyat Mohammad,Borjali Mahmoud,Zeinali Maryam,Fardi Deniz,Montazeri Ali
Abstract
Abstract
Background
Cognitive flexibility is an important construct that contributes to one’s own thoughts, behaviors, and feelings to achieve his or her goals. Thus, it could play an essential role in students’ educational achievements. This study aimed to investigate the mediating role of cognitive flexibility in the relationship between self-regulation and resilience among students.
Method
This was a cross-sectional study conducted on a sample of students during the 2022 and 2023 academic years. Students were selected from Tehran and Karaj universities (two metropolitans in central Iran). Data collection instruments included the Bouffard’s Self-Regulation Scale, the Cognitive Flexibility Inventory (CFI), and the Connor-Davidson Resilience Scale (CD-RSC). Subsequently, the data were analyzed using structural equation modeling via SPSS and AMOS software to examine the relationships among variables.
Results
In all 302 students participated in the study. The mean age of students was 25.8 (SD = 4.05) years. The findings indicated that self-regulation had a marked positive direct effect on cognitive flexibility (β = 0.23, p < 0.001), and resilience (β = 0.88, t = 19.50, p < 0.001). Similarly, cognitive flexibility displayed a strong positive influence on resilience (β = 0.1, p < 0.001) it showed an indirect mediating role between self-regulation and resilience (0.02), while resilience demonstrated a negative indirect effect on self-regulation and cognitive flexibility (-0.23). The goodness of fit indices validated the proposed model. Furthermore, the analysis revealed the significance of the final model’s direct path coefficients, underscoring the mediating role of cognitive flexibility between self-regulation and resilience among students.
Conclusion
The findings indicated a pivotal interrelationship among self-regulation, cognitive flexibility, and resilience in students. The significant positive relationship among these constructs underscores the importance of fostering cognitive flexibility practices and self-regulation in educational settings.
Publisher
Springer Science and Business Media LLC
Reference32 articles.
1. Saeid Rahimi N, Hajloo S, Basharpoor. The prediction model of psychological well-being students based on the personality traits with the mediation of mindfulness. Razi J Med Sci. 2019;26(3):67–78. magiran.com/p1995314.
2. Baik C, Naylor R, Arkoudis S. The first year experience in Australian universities: findings from two decades, 1994–2014. Melbourne Centre for The Study of Higher Education; 2015.
3. Stallman HM, Hurst CP. The university stress scale: measuring domains and extent of stress in university students. Australian Psychol. 2016;51(2):128–34.
4. Li-Grining CP, Stockdale L, Cunningham A, Bradley K, Papadakis JL, Flores-Lamb V, Marcus M, Radulescu M. Self-regulation and academic achievement from early to middle childhood among children in low-income neighborhoods. Early Educ Dev. 2023;34(6):1289–304.
5. Thibodeaux J, Deutsch A, Kitsantas A, Winsler A. First-year college students’ time use: relations with self-regulation and GPA. J Adv Acad. 2017;28(1):5–27.
Cited by
1 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献