Department of Clinical Psychology, Islamic Azad University, Electronic Campus, Tehran, Iran.
Department of Psychology, Kharazmi University, Karaj, Iran.
BMC Psychol. 2024 Jun 7;12(1):337. doi: 10.1186/s40359-024-01843-1.
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.
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.
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.
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.
认知灵活性是一个重要的结构，有助于一个人自己的思想、行为和感受，以实现自己的目标。因此，它可以在学生的教育成就中发挥重要作用。本研究旨在探讨认知灵活性在学生自我调节与韧性之间关系中的中介作用。
这是一项横断面研究，于 2022 年和 2023 学年期间在学生样本中进行。学生从德黑兰和卡拉季的大学（伊朗中部的两个大都市）中选取。数据收集工具包括 Bouffard 的自我调节量表、认知灵活性量表（CFI）和 Connor-Davidson 韧性量表（CD-RSC）。随后，使用 SPSS 和 AMOS 软件通过结构方程模型对数据进行分析，以检验变量之间的关系。
共有 302 名学生参加了这项研究。学生的平均年龄为 25.8（SD=4.05）岁。研究结果表明，自我调节对认知灵活性（β=0.23，p<0.001）和韧性（β=0.88，t=19.50，p<0.001）有显著的正向直接影响。同样，认知灵活性对韧性有很强的正向影响（β=0.1，p<0.001），它在自我调节和韧性之间表现出间接中介作用（0.02），而韧性对自我调节和认知灵活性表现出负向间接影响（-0.23）。拟合优度指数验证了所提出的模型。此外，分析结果表明，最终模型的直接路径系数具有统计学意义，突出了认知灵活性在学生自我调节和韧性之间的中介作用。
研究结果表明，学生的自我调节、认知灵活性和韧性之间存在着重要的相互关系。这些结构之间的显著正相关关系强调了在教育环境中培养认知灵活性实践和自我调节的重要性。
