Cognitive Flexibility Inventory Research Articles

Psychometric Properties of the Spanish Version of the Cognitive Flexibility Inventory

Psychometric Properties of the Spanish Version of the Cognitive Flexibility Inventory

Effect of Anxiety on Impulsivity: Mediating Role of Cognitive Flexibility

Impulsivity is linked to adverse outcomes, such as substance abuse and risky behaviors. Understanding how anxiety contributes to impulsivity is crucial for intervention. This study explores the potential mediating role of cognitive flexibility in the relationship between anxiety and impulsivity. This study investigates whether cognitive flexibility serves as a mediating factor between anxiety and impulsivity, aiming to elucidate the underlying mechanisms of their association. A convenience sample of 505 participants aged 18-30 without psychiatric or substance abuse disorders was included. Participants completed the General Anxiety Disorder-7, Barratt Impulsiveness Scale-11, and Cognitive Flexibility Inventory. Path analysis was conducted to examine the potential mediating role of cognitive flexibility. The study revealed a significant direct link between anxiety and impulsivity (β = 0.1807, p = 0.001). However, it was found that cognitive flexibility did not mediate this relationship. The indirect effect of anxiety on impulsivity through cognitive flexibility was not statistically significant (β = -0.0163, p = 0.074). These findings suggest that cognitive flexibility, as assessed in this study, does not account for the relationship between anxiety and impulsivity. While this study explored cognitive flexibility as a potential mediator, it did not find evidence to support this role. This implies that other factors may play a more significant part in explaining the link between anxiety and impulsivity. The study highlights the complexity of these psychological constructs and underscores the need for further research to unravel their interplay. It emphasizes the importance of considering nuanced aspects of anxiety, impulsivity, and cognitive flexibility in future investigations. This research contributes to the ongoing discussion surrounding these psychological traits and the factors influencing their relationship.

Cognitive flexibility's role in shaping self-perception of aging, body appreciation, and self-efficacy among community-dwelling older women

BackgroundCognitive flexibility, the capacity to adjust to new information, affects how aging is perceived. In Egyptian culture, older women’s views on aging are shaped by societal gender roles and expectations. These views influence their body image and belief in their abilities, all melded by cultural standards and values.AimInvestigate the mediating role of cognitive flexibility in the relationship between self-aging perception, body appreciation, and self-efficacy among community-dwelling older women. MethodsA correlational analytical design was used on 200 women aged 60 years or older using the Cognitive Flexibility Inventory, Self-Perceptions of Aging, General Self-Efficacy Scale, and Body Appreciation Scales. Structural equation modeling was used in the analysis.ResultsThe study found that cognitive flexibility is positively related to self-perception of aging and body appreciation and is also significantly related to general self-efficacy. However, no significant relationship was found between body appreciation and general self-efficacy. Additionally, the study found that cognitive flexibility partially mediates the relationship between self-perception of aging and body appreciation and fully mediates the relationship between body appreciation and self-efficacy.ConclusionCognitive flexibility is vital in the relationships between self-perceptions of aging, body appreciation, and self-efficacy among older women. Therefore, nursing interventions targeting cognitive flexibility are recommended to promote positive self-aging perceptions, body appreciation, and self-efficacy in this population.

Family communication patterns, individual's overall conflict resolution style, and cognitive flexibility among young adults

The dissertation delves into the intricate dynamics of Family Communication Patterns and its profound relationship on an individual's Conflict Resolution Style and Cognitive Flexibility. The three variables together can form the futuristic contours of an individual’s life. Understanding the intricate interplay of these factors becomes paramount, for they are not merely aspects of academic curiosity, rather they are the very heartbeats of our life. The study encompasses a sample size of 207 young adults, and meticulously employs The Family Adaptability and Cohesion Scale (FACES-IV), the Conflict Resolution Styles Inventory (CRSI) by Kurdek, and the Cognitive Flexibility Inventory (Dennis & Vander Wal, 2010) as its research tools. The primary objective was to unravel the multifaceted relationship between Family Communication Patterns, Conflict Resolution Styles, and Cognitive Flexibility among adults, with a specific focus on understanding the impact of Family Communication Patterns on an individual's Conflict Resolution Style and Cognitive Flexibility. The findings of the study revealed compelling insights into the interconnectedness of these variables. The implications of these findings are far-reaching, with potential applications in the realms of psychology, family therapy, and interpersonal communication. The study underscores the need for further exploration into the development of interventions tailored to enhance Family Communication Patterns, thereby fostering more adaptive Conflict Resolution Styles and greater Cognitive Flexibility among young adults. Additionally, the longitudinal impact of these variables together warrants comprehensive investigation, offering a rich avenue for future research endeavors.

Depresyon Hastalarında Ruminasyon ve Bilişsel Esneklik Düzeylerinin İncelenmesi

Background: Depression is characterized by continuous depressed mood, anhedonia, loss of interest, and cognitive, behavioral, and physical symptoms. Many psychological factors such as individuals' cognitive processes, high neuroticism, low self-esteem have been reported to play important roles in the etiology, exacerbation, persistence, and treatment of depressive mood. The aim of this study is to compare the levels of rumination and cognitive flexibility in a healthy adult group without any mental disorders and adult patients followed up with depression.
 
 Materials and Method: In this cross-sectional case-control study, patients with depression (n=76, 34.1±9.32) and healthy controls (HG) (n=74, 34.5±10.5) were compared. The Sociodemographic Information Form, Beck Depression Inventory, Ruminative Thinking Scale, and the Cognitive Flexibility Inventory were performed to all participiants.
 
 Results: The study showed that depressive patients had higher ruminative thought levels and lower cognitive flexibility levels than healthy individuals. In addition, it was found that cognitive flexibility and ruminative thought severity can explain 35% of the variability of depressive symptom severity in the patient group. In the healthy group, ruminative thought severity can explain 9 % of the variability of depressive symptom severity.
 
 Conclusions: The results of the study showed that ruminative thought and cognitive flexibility are important factors when predicting and preventing depression during the premorbid period and are useful when making formulation and determining treatment goals during the treatment. Therefore, interventions to improve cognitive flexibility and rumination are important. The clinicians should add interventions to cognitive flexibility and rumination into their treatment approach.

Encourage Teacher Innovative Behavior : The Interaction Role of Cognitive Flexibility and Teacher Self-Efficacy

This study aims to analyze the interaction role of cognitive flexibility and teacher self-efficacy in teacher innovative behavior in the context of curriculum change in Indonesian schools. This study used a quantitative survey method. Three instruments were used, namely the Teacher Innovative Behavior Scale, the Cognitive Flexibility Inventory, and the Teachers’ Sense of Efficacy Scale. Data were collected from 322 teachers from three educational levels in Jabodetabek. Descriptive analyses, correlation analyses, and moderation analyses were conducted. The findings revealed that cognitive flexibility, as a whole construct, and each dimension (the control and alternative dimension), positively predicts teacher innovative behavior. Specifically, only the alternative dimension that significantly interacts with teacher self-efficacy positively predicts teacher innovative behavior. In other words, teacher self-efficacy is significant as a moderator. The findings highlight the importance of addressing cognitive flexibility and teacher self-efficacy, which were not extensively researched before, in enhancing teachers’ innovative behavior. Innovative behavior is crucial for teachers, especially in the current era of change.

An investigation into the cognitive flexibility of undergraduate dental hygiene students at two dental schools in Asia

Background/purposeCognitive flexibility is a personality trait, which can influence how effectively a healthcare professional can manage a challenging clinical situation. This study explored the cognitive flexibility of undergraduate dental hygiene students at two universities in Asia to gather baseline information in order to consider whether there was an educational need for pre-clinical students with regards to this personality factor. Materials and methodsParticipants were all undergraduate dental hygiene students in the 2022 academic year at Tokyo Medical and Dental University (TMDU; n = 79) and Taipei Medical University (TMU; n = 88). An anonymous questionnaire was distributed, which included questions on demographic information and the Cognitive Flexibility Inventory (CFI). ResultsThe response rates were 97.5% (TMDU) and 89.8% (TMU). The CFI total scores were 91.77 for TMDU and 95.87 for TMU, and there was no significant difference between the two schools. The Alternatives scores were significantly higher in TMU than TMDU (P = 0.044), but there were no significant differences in the Control scores between the two schools. There were also no significant differences between school years of both universities. ConclusionThe dental hygiene students from both dental schools exhibit moderate cognitive flexibility. The educators in both dental schools may consider whether they should investigate and develop this personality factor further during the undergraduate training of their dental hygiene students.

Cognitive flexibility, mental health status, and sleep quality in adults with psychosocial vulnerability: The moderating role of risk factors for COVID-19

PurposeThis study is aimed to investigate the direct and indirect effects of cognitive flexibility on mental health status and sleep quality with regard to the mediating role of risk factors for COVID-19 based on Structural Equation Modeling (SEM) in adults with psychosocial vulnerability. MethodsThe participants of this study were 500 individuals that were selected by an availability sampling method within a cross-sectional study. A demographic questionnaire, the Cognitive Flexibility Inventory (CFI), the Risk Factor Checklist for COVID-19 (RFCCOVID), the Pittsburgh Sleep Quality Index (PSQI), and the Symptom Checklist (SCL-25) were used for data collection. ResultsThe SEM showed that cognitive flexibility plus risk factors for COVID-19 explain 11.8% of mental health status and 25.6% of sleep quality variations in adults. ConclusionThis conceptual model for the direct and indirect role of cognitive flexibility with the moderating influence of risk factors for COVID-19 on psychopathological and sleep problems is valuable for psychotherapeutic interventions and prevention programs in adults.

The Role of Psychological Flexibility, Acceptance, and Commitment in Marital Adjustment Among Couples

Objective: The present study aimed to determine the role of psychological flexibility, acceptance, and commitment in marital adjustment among couples. Method: This study was applied and descriptive-correlational in nature. The population included couples (both women and men) from Amol County, who were studied using a convenience sampling method involving 126 couples. Data were collected using the Cognitive Flexibility Inventory by Dennis and Vander Wal (2010), the second version of the Acceptance and Action Questionnaire by Bond et al. (2007), and the Spanier Dyadic Adjustment Scale (1976). For the analysis of data in the inferential statistics section, simultaneous multiple regression was conducted using SPSS version 21. Findings: The findings indicate that psychological flexibility, acceptance, and commitment can explain 16.9% of the variance in marital adjustment. The t-tests for significance in regression for the coefficient of psychological flexibility (β = 0.191) and acceptance and commitment (β = 0.285) were significant. Acceptance and commitment have a greater unique contribution in predicting marital adjustment among couples (α = 0.05). Conclusion: According to the results, the most significant influences on marital adjustment are acceptance and commitment, followed by psychological flexibility. It is recommended that the findings of this research be utilized to enhance marital adjustment among both women and men.

Effectiveness of Acceptance and Commitment Therapy on Psychological Flexibility, Emotional Self-Regulation, and Stress Coping Styles in Mothers of Children with Specific Learning Disorders

Objective: This research aimed to investigate the effectiveness of Acceptance and Commitment Therapy (ACT) on psychological flexibility, emotional self-regulation, and stress coping styles in mothers of children with specific learning disorders. Materials and Methods: This quasi-experimental study employed a pre-test, post-test, and a three-month follow-up design. The study population included all mothers of children with specific learning disorders enrolled in the fifth grade of primary schools in District 17 of Tehran during the 2021-2022 academic year, from whom 40 participants meeting the inclusion criteria were selected through purposive sampling and randomly assigned into two groups of 20. Data collection was conducted using the Cognitive Flexibility Inventory (Dennis & Vander Wal, 2010), the Emotional Self-Regulation Questionnaire (Larsen & Prizmic-Larsen, 2004), and the Coping with Stressful Situations Questionnaire (Parker & Endler, 1994). Data analysis was performed using mixed ANOVA with SPSS version 25. Findings: Results indicated that Acceptance and Commitment Therapy is effective in improving scores of psychological flexibility, emotional self-regulation, and stress coping styles (P<0.001). Conclusion: Given the effectiveness of Acceptance and Commitment Therapy in mothers of children with specific learning disorders, psychologists and counselors working in this field are advised to utilize these educational and therapeutic methods to enhance psychological flexibility, emotional self-regulation, and stress coping styles in this population.

Relationship between Mindful Attention Awareness and Cognitive Flexibility among Pre-Service Teachers: A Regression Analysis

The main purpose of this study is to explore the predictive ability of mindful attention awareness towards cognitive flexibility among pre-service teachers. A descriptive survey approach was employed. The purposive sample method is employed to collect data from 100 pre-service teachers pursuing a Bachelor of Education from the public university of Kurukshetra. The Cognitive Flexibility Inventory by Denis and Vander (2010) and the Mindful Attention Awareness scale by Brown and Ryan were used for data collection. Statistical analysis indicated (i) mindful attention awareness is significantly and positively correlated with cognitive flexibility (ii) mindful attention awareness explains 30.6% of the cognitive flexibility among pre-service teachers. Education implications are further discussed.

Okul Müdürlerinin Bilişsel Esneklikleri ile Etkili Problem Çözme Becerileri Arasındaki İlişki: Bir Kanonik Korelasyon Analizi

Current study aims to explore the relationship among cognitive flexibility variables (alternative and control) and effective problem solving variables (impulsive, reflective, avoidant, monitoring, problem solving confidence, and planfulness) in school principals’ sample. The population of the research consists of 564 school administrators working in public schools in Siirt, Turkey, in the 2020-2021 academic year. Research data were collected from 50 female and 261 male administrators who volunteered to participate in the research among school administrators. "Cognitive Flexibility Inventory" and "Problem Solving Inventory" were used as data collection tools in the study. Two independent t-tests were conducted to examine gender differences in participants' both cognitive flexibility and overall problem-solving scores. According to the research findings, it was determined that school administrators' cognitive flexibility levels and problem solving skills did not differ significantly according to gender. The canonical correlation analyze was utilized to test interrelationship between two set of variables. The canonical correlation analyze revealed two significant canonical functions. The findings of first canonical function indicated that, when both alternative and control sub-dimension of cognitive flexibility and total cognitive flexibility scores increase impulsive and avoidant scores decrease, while reflective, monitoring, problem solving confidence, and planfulness sub-dimensions of effective problem solving and total problem solving scores increase. The results also showed that there was a high and a positive correlation between overall cognitive flexibility level of school administrations and their effective problem solving skills. The findings of second canonical function also indicated that when alternative scores increase and control scores decrease, reflecting, monitoring, and impulsive problem solving scores decrease. Overall, the results suggest that the cognitive flexibility and effective problem solving nicely complement each other. In these respect, in order to be equipped to effectively solve problems, school principals need to be also equipped with cognitive flexibility skills.

Investigating self-report and neuropsychological assessments of cognitive flexibility in people with and without persistent pain: An online, cross-sectional, observational study.

People with persistent pain experience problems modifying their cognition and behaviours when task or environmental demands change - abilities otherwise known as cognitive flexibility. However, limitations and inconsistent results of previous studies raise concerns over the quality of that evidence. We aimed to determine whether people with and without persistent pain differ on two assessments that are commonly used to assess cognitive flexibility. We also examined the relationship between the two assessments and explored whether people with and without persistent pain are distinguishable based on their scores on these assessments. Participant demographics and symptoms of anxiety and depression were assessed. Participants completed the Cognitive Flexibility Inventory (CFI) and the Wisconsin Card Sorting Test (WCST). Multiple linear regression on the two outcome variables: CFI (total score) and WCST (% perseverative responses) was applied using backward stepwise selection. Both outcomes were calculated as a standardised proportion of the outcome scale and log-odds transformed to meet the model assumptions. Correlation analysis and logistic regression were used to investigate our secondary and exploratory aims. Data were available from 128 participants with persistent pain and 68 pain-free controls. After adjusting for covariates, no differences were found between people with and without persistent pain on either assessment of cognitive flexibility. No significant correlations were detected between the two assessments in either group. The probability of having persistent pain was also not associated with scores on either or both assessments. 'Cognitive flexibility' appears similar in people with and without persistent pain.

Counselling Self-Efficacy, Trait Anxiety and Cognitive Flexibility and School Counsellor Job Satisfaction

The purpose of this study was to see how counselling self-efficacy, anxiety characteristics, and cognitive flexibility influenced school counsellor job satisfaction. The survey included 70 school counsellors from Pedaling Utama District. The Minnesota Satisfaction Questionnaire (MSQ), Cognitive Flexibility Inventory (CFI), Generalized Anxiety Disorder Scale (GAD-7) and Counselling Self-Efficacy Scales were employed in this study as test instruments (CSES). The test tools used in this study were The Minnesota Satisfaction Questionnaire (MSQ), Cognitive Flexibility Inventory (CFI), Generalized Anxiety Disorder Scale (GAD-7) and Counselling self-efficacy scales (CSES). All these test tools have been certified for their reliability in the past. The results of this study show that all the variables of Counselling Self -Efficacy, Cognitive Flexibility and Job Satisfaction of School Counsellors respondents are at a high level. While for Trait Anxiety respondents are at a low level. All hypotheses have been well answered. The relationship correlation results among school counsellor self -efficacy and job satisfaction were (r = .386) while the value (p <0.05). The correlation result between school counsellor anxiety traits and job satisfaction was (r = -.257) while the value (p <0.05). correlation results among school counsellors cognitive flexibility and job satisfaction were (r = .414 while p value <0.05). While to see the factors that most influence job satisfaction, the findings show that only Cognitive-flexibility was the only major indicator of job satisfaction (β = .363, p <.001). The findings are analyzed and evaluated in light of the pertinent literature.

Kendini affetme ve psikolojik iyi oluş arasındaki ilişkide bilişsel esnekliğin aracı rolü

In this study, self-forgiveness and psychological well-being the role of cognitive and psychological well-being in the relationship was examined. The research was carried out with 215 female and 176 male participants. The ages of the participants vary between the ages of 23-61 and the average age is 37.19. In the research, 'Heartland Forgiveness Scale', 'Cognitive Flexibility Inventory' and The 'Psychological Well-Being Scale' and 'Personal Information Form' were used to determine the demografic information of the participants as data collection tools. This research was designed according to the correlational design, one of the quantitative research models. The easily accessible case sampling method, one of the sampling methods, was used. SPSS in the analysis of data obtained with data collection tools 25.0 program and Hayes' PROCESS 4.0 macro used. Before the analysis of the data, the normality test was performed to determine whether the scores obtained from the scales showed a normal distribution. Relationships between variables were revealed by Pearson correlation analysis, and then mediation analyzes were started. As a result of the analyzes, self-forgiveness and cognitive between cognitive flexibility and psychological well-being between self-forgiveness and psychological well-being. It was determined that there were positive significant relationships. Self Forgiveness predicts cognitive flexibility, cognitive flexibility predicts psychological well-being and that self-forgiveness predicts psychological well-being was found to predict well-being. Also, self-forgiveness and the mediating role of cognitive flexibility between psychological well-being has been determined. These findings are in conjunction with similar studies discussed and made recommendations to researchers and practitioners has been found.

Rescaling of Cognitive Flexibility Inventory by Criticism of Turkish Adaptation Form

Rescaling of Cognitive Flexibility Inventory by Criticism of Turkish Adaptation Form

The effect of cognitive flexibility in nurses on attitudes to professional autonomy.

Professional autonomy, which directly affects the quality of professional nursing in patient care, and cognitive flexibility, which is an important factor for adaptation to change and developing nursing roles, are important concepts for nursing. This research was carried out to determine the effect of cognitive flexibility on attitudes towards professional autonomy in nurses. This was a descriptive study. The research was conducted with 415 nurses working in a city hospital of a province, meeting the inclusion criteria and agreeing to participate in the study. A questionnaire form, The Cognitive Flexibility Inventory (CFI), and the Attitude Toward Professional Autonomy Scale for Nurses (APASN) were used to collect data. Ethical approval was obtained from the university ethics committee before starting the study. Institutional permission was obtained from the city hospital where the study was conducted. Electronic informed consent was obtained from the nurses included in the study. In the study, the mean CFI score was 80.62 ± 11.55 and the mean APASN score was 70.42 ± 18.79. There was a weak positive correlation (r = 0.270; p < 0.05) between CFI and APASN scores. Moreover, the effect of the CFI mean score on the APASN mean score was found to be statistically significant (β = 0.278; p < 0.001). Furthermore, CFI explains 7.7% of APASN. In the study, nurses' attitudes towards professional autonomy and cognitive flexibility scores were found to be at a good level. Cognitive flexibility has a positive effect on attitudes towards professional autonomy. Interventional studies that will increase the level of cognitive flexibility are recommended in the development of nurses' attitudes towards professional autonomy.

Cognitive Flexibility and Perceived Social Support as Predictors of University Students' Stress Levels in the COVID-19 Pandemic

The study aims to examine the relationship between cognitive flexibility, perceived social support and stress in the COVID-19 pandemic. The sample consisted of 319 university students, of which 68% were female and 32% were male. “Depression, Anxiety and Stress Scale”, “Cognitive Flexibility Inventory”, “Multidimensional Scale of Perceived Social Support”, and “Demographic Information Form” were used in data collection. The Pearson moment-product correlation analysis, one-way ANOVA, and hierarchical regression analysis were performed. The results of the study showed that the stress levels of the participants differ significantly according to the decrease in financial income they experienced during the pandemic. Stress level showed a negative correlation with age, perceived social support, and cognitive flexibility. In addition, hierarchical regression analysis showed that when age, the decrease in financial income, the negative impact of the pandemic on education were controlled, perceived social support and cognitive flexibility predicted stress level significantly. The study revealed that as cognitive flexibility and the perceived social support increase, the level of stress decreases. Consequently, studies on how to increase perceived social support and develop cognitive flexibility skills may contribute to eliminating the stress brought about by COVID-19 or reducing its negative effects.

The mediating role of cognitive flexibility in the relationship between cognitive emotion regulation strategies and mindfulness in patients with type 2 diabetes

IntroductionThis study aimed to examine the mediating role of cognitive flexibility in the relationship between cognitive emotion regulation strategies and mindfulness in patients with type 2 diabetes. MethodsThe research was conducted by correlation method) using Structural Equation Modeling). The statistical population consisted of all women and men with type 2 diabetes. Two hundred fifty-three samples were selected by convenience sampling method. The participants responded to the Cognitive Emotion Regulation Questionnaire, the Kentucky inventory of mindfulness skills, and the Cognitive Flexibility Inventory. ResultsThe results showed that the total path coefficient between the adaptive cognitive emotion regulation strategies and mindfulness (β = 0.243, P = 0.005) was positive and significant, and the total path coefficient between the maladaptive cognitive emotion regulation strategies and mindfulness (β = −0.453, P = 0.001) was negative and significant. The path coefficient between cognitive flexibility and mindfulness (β = 0.273, P = 0.009) was positive and significant. The indirect path coefficient between the adaptive cognitive emotion regulation strategies and mindfulness (β = 0.094, P = 0.007) was positive and significant, and the indirect path coefficient between the maladaptive cognitive emotion regulation strategies and mindfulness (β = −0.117, P = 0.009) was negative and significant. ConclusionImproving emotion regulation skills increases cognitive flexibility and mindfulness in patients with type 2 diabetes.

The Effect of Preschool Teachers' Emotion Regulation Skills and Levels of Cognitive Flexibility on Classroom Management

The aim of this study is to examine the effects of emotion regulation skills and cognitive flexibility levels on preschool teachers' choice of classroom management strategies. 211 preschool teachers participate in the research, which uses the relational survey model, one of the quantitative research methods. Emotion Regulation Difficulty Scale, Cognitive Flexibility Inventory, Classroom Management Strategies Scale are used in the research. As a result of the research, it is determined that preschool teachers' emotion regulation and cognitive flexibility levels are high and that they can control their emotions better when their professional experience increases and that the cognitive flexibility of experienced ones who are new to the profession is better. In addition, it is seen that preventive and problem-oriented strategies are at a high level in classroom management and that their supportive strategies are at a moderate level. In addition, it is determined that awareness levels from emotion regulation difficulties and control levels from cognitive flexibility are effective on supportive and problem-oriented classroom management strategies, but not on preventive strategies.