Cognitive Flexibility Scale Research Articles

Validity, Reliability, and Cultural Adaptability of the Arabic Cognitive Flexibility Scale (Ar-CFS) Among Saudi Arabians: A Two-Cohort Investigation.

Background/objectives: Cognitive flexibility is the mental skill that allows a person to shift between different ideas or concepts and think about several concepts simultaneously. A commonly used tool to assess cognitive flexibility is the Cognitive Flexibility Scale (CFS). This study focused on translating and validating the CFS into Arabic, given the lack of existing Arabic tools for assessing cognitive flexibility. Methods: Conducted at King Saud University, Riyadh, between April and June 2024, the study employed random sampling and involved 529 participants, including 419 students and 110 patients. Results: The average participant age was 25.8 years, with females making up 56.9% of the sample. Participants completed the Arabic CFS, along with the Emotion Regulation Questionnaire (ERQ) and the Perceived Stress Scale (PSS), at two time points 3-6 weeks apart. Reliability was evaluated through internal consistency (Cronbach's alpha = 0.8) and test-retest reliability (intraclass correlation coefficient = 0.82). Item analysis indicated that removing any single item did not significantly impact overall reliability, and inter-item correlations were strongest between items 4 and 6 (0.55) and items 6 and 7 (0.51). Validity was assessed through face, content, and construct validity, with factor analysis revealing a dominant single component accounting for 34.4% of the variance, confirming the scale's unidimensionality. Content validity indices for all items exceeded 0.9 in terms of relevance, importance, simplicity, and clarity. The Arabic CFS demonstrated good construct validity, showing significant correlations with the ERQ's reappraisal and suppression dimensions and the PSS. Conclusion: In conclusion, the Arabic version of the CFS is a valid and reliable tool for assessing cognitive flexibility in Arabic-speaking populations. This tool will be valuable in both clinical and research settings within Saudi Arabia, offering a robust instrument for evaluating cognitive flexibility.

Effects of Cognitive Flexibility, Prosocial and Problem Behaviours, Parenting Style and Social Support on Social Adaptation Among Children With Leukaemia: A Structural Equation Modelling Approach.

Leukaemia children often encounter various social adaptation issues stemming from changes in their living environment. Identifying and optimising the factors associated with social adaptation is crucial in improving social adaptation in children with leukaemia. To investigate social adaptation in children with leukaemia and to clarify the impact pathway of cognitive flexibility, problem behaviour, prosocial behaviour, parenting style and social support on social adaptation. Using a convenience sampling method, 264 leukaemia children completed a cross-sectional survey. Data were collected using the Social Adaptation Assessment Scale for Children with Leukaemia, Strengths and Difficulties Questionnaire, Cognitive Flexibility Scale, Short-Egna Minnenav Barndoms Uppfostran and Multi-Dimensional Scale of Perceived Social Support. Structural equation modelling was used to test the influencing factors of social adaptation. Social support directly influenced social adaptation (β = 0.19, p < 0.01) and indirectly influenced social adaptation through prosocial behaviour (β = 0.06, p < 0.01) and problem behaviour (β = 0.18, p < 0.01). Prosocial behaviour (β = 0.17, p < 0.01) and problem behaviour (β = -0.61, p < 0.01) directly influenced social adaptation. Negative parenting directly influenced social adaptation (β = 0.12, p < 0.01) and indirectly influenced social adaptation (β = -0.23, p < 0.01) through problem behaviour. Our finding indicated that there are prominent social adjustment problems in the recovery process of children with leukaemia. These findings suggest that targeted education is needed to enhance social adaptation among children with leukaemia. The final model should serve as a framework to guide intervention research targeting social support and negative parenting to improve the social adaptation of children with leukaemia. During the recovery process, nurses need to regularly follow up on the children's social adaptation and encourage them to participate in social activities to increase social support while providing family guidance based on improving parenting styles. The subjects of this study were children with leukaemia aged 8-18 years. All authors read and approved the final manuscript.

Need to Belong and Smartphone Addiction Risk: Mediating Role of Anxiety Symptoms And Cognitive Flexibility

Objective: The main aim of the current study was to scrutinize the role of anxiety symptoms and cognitive flexibility in the relationship between the need to belong and smartphone addiction risk with the help of a model. Method: A total of 324 healthy university students, 214 female and 110 male, engaged in the study (M ± SD age = 22.16 ± 1.73). Need to belong, anxiety symptoms, cognitive flexibility, and smartphone addiction risk were measured via the Need to Belong Scale, Beck Anxiety Inventory, Cognitive Flexibility Scale, and Smartphone Addiction Scale, respectively. Results: Results of the Pearson correlation analyses indicated that the need to belong was positively correlated with anxiety symptoms (r = .28, p

The chameleon in consumers: Development and validation of a scale to measure Consumers' Cognitive Flexibility

AbstractThis paper introduces a new scale, the Consumers' Cognitive Flexibility Scale (CCF‐Scale). Consumers' Cognitive Flexibility (CCF) is conceptualized as the adaptation to changes in the environment and to product options by exhibiting flexible thoughts, feelings, and actions. This scale is a new measure of consumers' mental capabilities to understand and evaluate unknown products. Especially, really new products (RNPs) are highly innovative and different from well‐known products in the market. A flexible mindset can help integrate RNPs into existing knowledge structures. The CCF‐Scale was developed and tested with four prestudies and four representative studies with 1057, 696, 494 German, and 506 US consumers. The prestudies were used to ensure face and content validity and to select products for criterion validity. The findings demonstrate a reliable and valid scale in both countries consisting of 14 items with three CCF‐facets: Coping (with consumption problems), Perspective (change for product/information evaluation), and Alignment (to changes in the environment). Results show that the CCF‐facets help explain RNP‐acceptance across different categories (e.g., food, furniture, and digital services). One limitation is the article's focus on RNPs. Still, marketers can use these findings to adjust instructions on how to use RNPs and to communicate more effectively, for example by using analogies.

Effect of frequent smartphone use on children’s cognitive function: An observational study

Background – Children and teenagers use smartphones more actively than adults, they are more prone to get addicted to smartphones. Furthermore, studies show that excessive use of smartphones can lead to psychosocial and physical symptoms in children between age group of 5-15 years. Psychosocial symptoms include decline in cognitive function and Physical symptoms includes faulty habitual posture and temporomandibular disorders. Purpose of the study – To find the effects of frequent smartphone use on children’s cognitive function. Methodology– A self-constructed e-questionnaire based on “Digital Addiction Scale for Children” and “Cognitive Flexibility Scale” was sent randomly to various social groups through various social media platforms. A total of 50 parents responded to the survey and were included in the analysis. Results – From the responses we found out that 23% children use smartphones for more than 4 hours a day and out of them cognitive function was affected in 66.7% of children and faulty cervical posture is seen in 72.2% children. Conclusion – The study concluded that prolong smartphone usage affects cognitive function in children below 15 years of age.

Smokers Versus Non-Smokers: Comparing Cognitive Flexibility and Dyspnea Symptoms in Medical Students

Objective: Smoking is an escalating public health concern globally, notably for its frequency among young individuals and the medical conditions it induces. This research aims to explore the association between smoking and the symptoms of dyspnea as well as cognitive flexibility levels in medical students. Methods: This cross-sectional study included 188 volunteer medical school students. Participants were administered a sociodemographic data form, the Dyspnea-12 Scale, and the Cognitive Flexibility Scale. The participants were divided into two groups as smokers and non-smokers and compared in terms of the applied scale scores. The data were analyzed using the appropriate statistical methods with IBM SPSS v.22 software. Results: Of the 188 participants, 56.9% (n:107) were female, while 43.1% (n: 81) were male. The prevalence of smoking among participants was 26.1% (n: 49), with rates at 38.3% (n:31) for males and 16.8% (n: 18) for females. The smoking rate was significantly higher in males (p&lt;0.001). No significant difference was detected between smokers and non-smokers regarding the Dyspnea-12 score. However, the Cognitive Flexibility Scale scores were significantly lower in the smoker group (p:0.018). Conclusion: In our study, we found that the smoking rate among medical students was quite high and that smoking negatively affected cognitive flexibility. It may be beneficial to consider this when evaluating cognitive functions in educated individuals who smoke.

The effect of cognitive flexibility on students’ spatial visualization abilities and computational thinking skills in a three-dimensional design and coding training

ABSTRACT Aim and background Today, students are encouraged to develop spatial visualization ability to meet the challenges of digital technologies impacting their daily life and education when exposed more time to a virtual 3D environment. This study investigated the effect of cognitive flexibility levels on students’ spatial visualization abilities and computational thinking skills in three-dimensional design and coding training. In addition, this study examined the effect of the training on the spatial visualization abilities and computational thinking skills of the students. Method The study employed a one-group pre-test/post-test quasi-experimental design. A total of 60 university students (51 female and 9 male) participated in this study. University students received three-dimensional design and coding training by using Tinkercad. The Spatial Visualization Test, the Cognitive Flexibility Scale, the Computational Thinking Scale and semi-structured interview form were used to collect data. Paired samples t-test and one-way ANCOVA were used for the data analysis. Results and discussion Results from the training indicated that the students’ spatial visualization abilities improved. Their spatial visualization abilities and computational thinking skills were related to their cognitive flexibility levels. The training also improved the spatial visualization abilities and computational thinking skills of students with high cognitive flexibility. 3D design and coding education could be more effective for students with high cognitive flexibility. The qualitative findings supported the results of the study.

The relationship between teacher mindfulness and creative teaching of college English foreign language teachers: A multiple mediating model

Creativity is a key ability, and teachers' creative teaching ability can subtly affect students' creativity. Therefore, teachers' creative teaching is particularly important. However, in creative teaching, whether cognitive factors or motivational factors have a greater impact on creativity is still inconclusive. In this study, the mindfulness in teaching scale, cognitive flexibility scale, creative self-efficacy scale and creativity fostering teacher index were used to measure 403 college English foreign language teachers. The findings indicated that teacher mindfulness positively predict creative teaching (β = 0.363, p < 0.001), cognitive flexibility plays a mediating role between teacher mindfulness and creative teaching (β = 0.171, p < 0.001), and creative self-efficacy plays a mediating role between teacher mindfulness and creative teaching (β = 0.126, p = 0.001). Cognitive flexibility and creative self-efficacy play sequential mediating roles in teacher mindfulness and creative teaching (β = 0.029, p = 0.034). This research enriches the creativity investment theory, and the research proves that the individual's thinking style has a greater impact on creative teaching than the individual's motivation. This conclusion will provide a new literature reference for the existing creativity investment theory, and also provide a reference for the practice of English education in colleges.

Validity and Internal Consistency of a Spanish Version of the Cognitive Flexibil ity Scale (CFS).

This study presents a Spanish version of the Cognitive Flexi bility Scale (CFS), a subjective and brief instrument to measure Cognitive Flexibility (CF), and analyzes its psychometric characteristics. The items of the scale's original version were adapted to Spanish. An interview containing the adapted version of the CFS, the Adult Executive Functioning Inventory (ADEXI), the Interpersonal Reactivity Index (IRI), and sociodemographic data, was administered to an intentional sample of 369 Argentine adults, aged between 18 and 60, through an online platform. The CFS's internal consistency was high (a = .813). A two-factor model, Strengths and Difficulties in CF, showed the best fit for the data. The CFS shows a negative correlation with the executive deficit and a positive correlations with empathy dimensions. The Spanish-adapted version of the CFS shows satisfactory psychometric properties in the Argentine adult population.

The Relationship between Physical Education Teachers’ Benefits of Participation in Recreational Activities, Leisure Time Satisfaction Levels, and Cognitive Flexibility

The purpose of this study was to examine the relationship between physical education teachers' recreational activity participation, leisure time satisfaction, and cognitive flexibility. The relationship between the benefits that physical education teachers derive from participating in recreational activities, their levels of satisfaction during leisure time, and their cognitive flexibility. A total of 515 participants took part in the research. Out of these, 191 were female and 324 were male. All the participants were employed by physical education departments in Antalya. The teachers who participated in the research were selected using the homogeneous sampling method, which is one of the purposeful sampling methods, and voluntary participation was considered in determining the participants. In the collection of research data, the scales were filled in electronically. The Personal Information Form developed by the researcher was used to obtain sociodemographic data. In addition, the Recreation Utility Scale designed by Ho in 2008 (26), the Leisure Time Satisfaction Scale developed by Beard and Ragheb in 1980 (6), and the Cognitive Flexibility Scale developed by Martin and Rubin in 1995 (34) were used to measure how individuals spend their ‘leisure time’ physically, psychologically, and socially. The data obtained from the scales were analyzed and interpreted through statistical methods based on the research problems. SPSS version 25 statistical programs was used for data analysis. Descriptive statistical analyses, including frequency and percentage distributions of the responses to the scale questions, as well as arithmetic mean and standard deviation scores, interpretive statistical analyses were performed based on the results of the normality analysis of the data, and correlation (Pearson) analysis was used to determine the relationships between variables. The reliability level for this study was accepted as 0.05. When the findings were examined, according to the results of the research, it can be said that the physical education teachers participating in the research generally think that recreational activities are beneficial in terms of physical, psychological, and social aspects. However, they exhibited an attitude that recreational activities contribute more to individuals' physical and psychological characteristics while contributing less to their social lives or socialization. Additionally, it can be said that they are generally satisfied with leisure activities, but they believe that the places where these activities are carried out need to be better designed or increased. The cognitive flexibility levels of physical education teachers were found to be close to "somewhat agree" and they have a positive cognitive flexibility. According to the findings obtained regarding the sub-problem of the research, "Is there a statistically significant relationship between the benefits of physical education teachers' participation in recreational activities, their leisure satisfaction, and cognitive flexibility levels?", it was determined that there were statistically significant (p

Investigation of the relationship between childhood traumas, psychological resilience, cognitive flexibility and emotion regulation skills in adults

Objectives: This paper looked into the relation between childhood traumas, resilience, cognitive flexibility, and adult emotion regulation skills in adults. Methods: The sample, which is based on the relational screening model, includes 395 participants (female: 202, male: 193). Sociodemographic Information Form, Childhood Trauma Questionnaire, Connor-Davidson Resilience Scale, Cognitive Flexibility Scale and Cognitive Emotion Regulation Questionnaire were applied to the participants to obtain the research data. Data collection was carried out online (google forms) through convenient sampling. The t-test was used to compare the study's quantitative data, and Pearson Correlation analysis was utilized to test the relationship between the scales. Multiple Linear Regression analysis was used for predictive analysis and finally PROCESS was used for mediator role analysis. Results: The investigation's findings revealed that there is a statistically significant difference between the scores of the two groups compared. Findings showed that there is a moderately positive correlation between acceptance and CTQ scores, a weak positive correlation between acceptance and emotional abuse scores, a weak positive correlation with physical abuse scores, a weak positive correlation with physical neglect scores, a weak positive correlation with emotional neglect scores and weak positive correlation with sexual abuse scores. A weak and negative correlation exists between Putting into Perspective and the CTQ, an even weaker and negative correlation exists between Putting into Perspective and the Emotional Neglect and Sexual Abuse scores. Rumination scores have a weak and negative relationship with emotional abuse scores. Conclusions: In order to prevent them from serving as the foundation for difficulties with adult mental health, it is crucial to understand the relationship between traumatic childhood events and psychological resilience, cognitive flexibility, and cognitive emotion regulation techniques. In order to assist people, analyze their thoughts and feelings, be aware of negative coping mechanisms, rigid, inflexible cognitive styles, and negative thinking patterns, clinical psychology practices will benefit from research on these characteristics.

Karate Hakemlerinin Öz Yeterlikleri ile Bilişsel Esneklikleri Arasındaki İlişkinin İncelenmesi

The present study aims to examine the relationship between the self-efficacy and cognitive flexibility of karate referees. A total of 138 referees, 88 male and 50 female, working in the Turkish Karate Federation participated in the study. The mean age of the referees was 38.09±13.43 years, mean body weight was 74.33±13.46 kg, mean height was 170.23±8.09 cm, and mean active refereeing period was 9.95±8.84 years. The Referee Self-Efficacy Scale developed by Myers et al. (2012) and adapted into Turkish by Karaçam and Pulur (2017) as well as the Cognitive Flexibility Scale developed by Bilgin (2009) were applied to the referees. Independent Samples T-test, One-Way ANOVA test, Pearson correlation test and descriptive statistics were applied to the data obtained. According to the results of the Pearson correlation analysis, a significant positive correlation was found between the referees' self-efficacy and cognitive flexibility levels (p&amp;lt;0.05). The results of the independent samples t-test showed that there was a significant difference in the level of self-efficacy between the males and females (p&amp;lt;0.05). Moreover, self-efficacy level was found to be significant in relation to refereeing class (p&amp;lt;0.05). In conclusion, it was determined in the study that the self-efficacy levels of the karate referees increased in parallel with their cognitive flexibility levels, the male participants had higher self-efficacy levels compared to the female participants, and self-efficacy levels increased in parallel with refereeing class.

Cognitive flexibility and socioemotional competences as a modulating factor of psychopathological symptoms in adolescence

BackgroundThe deficit in socio-emotional competence can lead to the development of problems in different areas such as educational and psychosocial (Fernández-Vilar et al., 2012), to understand the etiology of psychopathology, it is necessary to explore the nature and origin of competencies (Mcfall, 1982). The objective of this study is to evaluate the Cognitive Flexibility (FC) that reveals the functioning of the internal devices of these schemes, and thus access the quality of problem behavior MethodThe sample n = 425 participants, grade 6 to 11 of high school. Being 193 (45.4 %) males, 232 females (54.6 %); aged between 13 and 18 years old. Two scales were used: EEFCO (Evaluation of Cognitive Flexibility Scale); Alpha α = 0.565 - 0, 886 and the ECSE scale with α = 0.895. ResultsCorrelation coefficients yielded significance rho = (0.41) between the Cognitive Flexibility (FC) and Socio-emotional Competencies (SEC) scales, being a predictive element of the tendencies and inclinations of psychopathological traits. ConclusionsSuch estimation explains that the index of Cognitive Flexibility, associated with SEC, allows asses the level of psychological adjustment and cognitive styles in the adolescent; this suggests examining the compensation mechanisms, in the face of new socio-affective learning, in adolescence.

Impact of biological rhythms on perception of illness and cognitive flexibility in bipolar patients in remission

ABSTRACT Our study aims to examine the possible mediating effects of biological rhythms on the relationship between illness perception, cognitive flexibility, and functionality in bipolar patients in remission. A total of 150 patients with bipolar disorder (BD) were enrolled. The sociodemographic data form, Biological Rhythm Interview of Assessment in Neuropsychiatry (BRIAN), Brief Illness Perception Questionnaire (BIPQ), Cognitive Flexibility Scale (CFS), Young Mania Rating Scale, Montgomery and Asberg Depression Scale, Beck Anxiety Inventory, and Short Functionality Assessment Scale were applied to the patients in the study. The mean age of the patients was 42.10 ± 12.92 (SD). The participants were 48.7% (n = 73) female and 66.6% (n = 100) BD-I. There was a negative correlation between the total BRIAN score and favorable BIPQ scores and a positive correlation between the total BRIAN score and unfavorable BIPQ scores (except timeline). Additionally, multiple regression analyses revealed that the total BRIAN score could predict favorable BIPQ (except treatment control) and unfavorable BIPQ (except timeline) scores (p < 0.05). The total CFS score also could predict favorable BIPQ (treatment control) and unfavorable BIPQ scores (except timeline). The second step mediation analysis showed that biological rhythm mediated the relationship between illness perception and cognitive flexibility. Our study found that biological rhythms played a full mediating role in the relationship between the perception of illness and cognitive flexibility. In addition, worsening in biological rhythms in bipolar patients could cause negative beliefs and attitudes towards their diseases with an unfavorable clinical course. Therefore, regularity in biological rhythms should be highly recommended for bipolar patients.

Pathways from cognitive flexibility to academic achievement: mediating roles of critical thinking disposition and mathematics anxiety

The purpose of this study is to examine the mediating roles of critical thinking disposition and mathematics anxiety between cognitive flexibility and academic achievement. A cross-sectional study was held to observe and compare path coefficients among latent and observed variables across 662 university students studying elementary mathematics education. In concur with grade point average scores, Cognitive Flexibility Scale, UF/EMI Critical Thinking Disposition Instrument and Math Anxiety-Apprehension Survey scores were utilized for structural equation modeling analyses. The results of this study indicated that freshman students experience the greatest impact from cognitive flexibility on academic achievement, while sophomores experience the least impact. Additionally, with the exception of the model for sophomore students, the mediating effects of the critical thinking disposition between cognitive flexibility and academic achievement were positive and statistically significant. Additionally, none of the models’ estimations of how mathematics anxiety would mediate between cognitive flexibility and academic achievement were statistically significant. Last but not least, for junior students only positive and statistically significant mediating effects of critical thinking disposition and mathematics anxiety between cognitive flexibility and academic achievement were found. This study put forth evidence to investigate cognitive flexibility, critical thinking disposition and math anxiety in higher education and to show the total, direct and mediating effects on academic achievement.

Family Atmosphere and Suicidal Ideation in College Students: The Chain Mediation Effect of Attachment and Cognitive Flexibility

Numerous studies have extensively examined the risk factors associated with suicidal ideation (SI). Nevertheless, there has been a dearth of research analyzing the potential positive factors, such as attachment and cognitive flexibility, that might contribute to a reduction in SI and facilitate more effective interventions. This study aimed to investigate the chain-mediating effects of attachment and cognitive flexibility on the family atmosphere and SI. Data were collected from 856 (range = 18–28 years old, 240 males) emerging adults who completed the Family Atmosphere Scale, the Relationship Questionnaire, the Cognitive Flexibility Scale, and the Self-rated Ideation of Suicide Scale. The findings revealed that the family atmosphere not only exerted a direct influence on SI but also operated through a chain-mediation mechanism involving fearful attachment and cognitive control flexibility. This study concludes that fearful attachment and cognitive control flexibility may mediate the impact of a negative family atmosphere on SI.

The mediating role of cognitive flexibility and critical thinking in the relationship between academic motivation and fear of negative evaluation

AbstractStudies showed that fear of negative evaluation of students may affect their academic motivation. However, which variables mediate between academic motivation and fear of negative evaluation is unclear. This study aims to explore the mediating role of cognitive flexibility and critical thinking in the relationship between academic motivation and fear of negative evaluation in adolescents. A correlational design was used to examine this relationship. A total of 2085 adolescents ages 13–14 (65% female) participated in this study. The data were collected via self‐report screening tools, including a personal information form, Academic Motivation Scale, Fear of Negative Evaluation Scale, Cognitive Flexibility Scale, and Critical Thinking Scale. The findings revealed a moderate negative correlation between academic motivation and fear of negative evaluation (r = −.49), and cognitive flexibility and critical thinking also partially mediate. This model explains approximately 41% of the total variance. Despite some limitations, our study provides partial evidence of the mediating effect of cognitive flexibility and critical thinking between academic motivation and fear of negative evaluation. More research is needed to develop the model.

Defining the standard levels of spontaneous cognitive flexibility among master’s students

Background and Study Aim. Research has shown that sports and physical activities have a positive influence on cognitive flexibility. Cognitive flexibility is the ability to adapt and switch between tasks, thoughts, or strategies, and it is considered an important factor in enhancing spontaneous cognitive flexibility. The main purpose of this study is to determine the standard levels of spontaneous cognitive flexibility among master’s students. Material and Methods. In this study, we used a descriptive approach. The research sample included 50 master's students studying sciences and techniques of physical and sports activities, with an equal number of males and females. Among them, 25 students specialized in education, and the other 25 specialized in training. To measure the level of spontaneous cognitive flexibility, we utilized the Cognitive Flexibility Scale as the designated scale. Results. At the end of the study, the results showed a high level of spontaneous cognitive flexibility among students studying sciences and techniques of physical and sports activities. Furthermore, no significant differences were observed in spontaneous cognitive flexibility and its sub-skills based on the students' specialization (education and training). Conclusions. Spontaneous cognitive flexibility, a type of cognitive flexibility, can be enhanced through sports and physical activities. Engaging in physical activities often requires individuals to focus on body movements, coordination, and balance. This connection between the mind and body strengthens neural pathways between motor skills and cognitive processes, resulting in improved cognitive flexibility and its sub-skills.

Childhood Adverse Experiences, Cognitive Flexibility And Goal Orientation In Adolescents.

To investigate correlation among childhood adverse experiences, cognitive flexibility, and goal orientation in adolescents, a cross-sectional study was conducted at the Riphah International University, Lahore, Pakistan, from July 2021 to March 2022, while data was collected from students of both private and governmentschools/colleges of Lahore. Non-Probability Purposive Sampling was carried out to recruit the sample of 250 participants, within the age range of 15-18 years. Sample size was determined by G Power Analysis and Greens Formula by Kang H (2021). Adverse Childhood Experience Scale, Cognitive Flexibility Scale, and Achievement Goal Questionnaire were used as toolsfor data collection. Data was analysed in SPSS version 21, using descriptive analysis, independent sample t-test, Pearson Product Moment Correlation and Multiple Regression Analysis. Results showed significant difference among males and females, results also revealed significant correlation among childhood adverse experiences, cognitive flexibility, and goal orientation in adolescents. It was also noted that childhood adverse experiences and cognitive flexibility are good predictors of goal orientation in adolescents. It was concluded that early adversity can negatively affect goal orientation and cognitive flexibility, whereas cognitive flexibility positively affects goal orientation in adolescents. It is also worth noting that females have complex cognitive flexibility which enhances their goal orientation as compared to males, in spite of their childhood adverse experience.

The path from mindfulness to self-esteem: self-concept-clarity and cognitive flexibility as mediators

Mindfulness is positively associated with self-esteem, yet little is known about possible mediators underlying this relation. In this study, the role of self-concept clarity and cognitive flexibility is examined as potential mediators. A predominantly female (78.9%) sample (N = 204) with a mean age of 31 years participated in a cross-sectional survey. They completed the Five Facet Mindfulness Questionnaire, the Rosenberg Self-Esteem Scale, the Self-Concept Clarity Scale, and the Cognitive Flexibility Scale. To examine relations between study variables, a multiple linear regression analysis was conducted, and a parallel mediation model was performed using the Hayes’ process macro. The regression analysis explained 56% of variance in self-esteem, and all study variables were significant predictors, with self-concept clarity as the strongest predictor. The results found support for partial mediation, with self-concept clarity exhibiting a strong association with self-esteem (β = 0.47). The effect of cognitive flexibility was weaker but significant (β = 0.16). Self-concept clarity and cognitive flexibility partially explained the path from dispositional mindfulness to self-esteem. This could indicate an explanatory role of these two factors, and suggests possible processes by which mindfulness may enhance self-esteem.