Level Of Cognitive Flexibility Research Articles

Cognitive flexibility predicts attitudes towards vaccination: evidence from a New Zealand sample

BackgroundVaccine hesitancy (the reluctance or refusal to vaccinate) poses a significant threat to public health worldwide, with declining vaccination coverage resulting in the resurgence of vaccine-preventable diseases (e.g., measles) in recent years. Despite efforts to combat vaccine hesitancy through information-based campaigns and other interventions, vaccine-hesitant attitudes persist. Given that such interventions likely expose individuals to information that conflicts with their own viewpoints about vaccination, cognitive flexibility – the ability to adapt one’s thoughts, attitudes, beliefs, or behavior in response to changing information or environmental demands – may play a role in vaccine hesitancy.MethodsThe current study investigated the relationship between cognitive flexibility and attitudes towards vaccination in a sample of New Zealand residents (N = 601). Cognitive flexibility was measured using perseverative responses in the Wisconsin Card-Sorting Task, and vaccination attitudes were measured using an adapted version of the Multidimensional Vaccine Hesitancy Scale (MVHS). Linear regression was used with MVHS scores as the dependent variable and cognitive flexibility and sociodemographic variables (age, gender, ethnicity, education level, religion) as predictors.ResultsCognitive flexibility predicted personal barriers to vaccination (e.g.,” vaccines go against my personal beliefs”), with participants with lower levels of cognitive flexibility reporting greater personal barriers. In contrast, there was no significant relationship between cognitive flexibility and external barriers to vaccination (e.g., “vaccines cost too much”). Additionally, religious participants reported overall higher levels of vaccine hesitancy than non-religious participants.ConclusionsThese findings join others demonstrating that individual differences in cognitive style are associated with attitudes towards vaccination, and tentatively suggest that interventions aiming to reduce vaccine hesitancy may be more effective if combined with techniques to increase cognitive flexibility. To be sure, future work is needed to test the causal relationship between cognitive flexibility and attitudes towards vaccination.

The Mediator Role of Cognitive Flexibility Levels in the Relationship Between Authenticity Levels and Multicultural Counseling Competence Perceptions of Psychological Counselors

This study examines the mediating role of cognitive flexibility levels in the relationship between counselors' authenticity levels and their perceptions of multicultural counseling competence. In the study, a relational survey model was employed. The study group consisted of 617 counselors, 493 female and 124 male, living in various cities in Turkey. "Personal Information Form", "Authenticity Scale", "Multicultural Counseling Competencies Scale" and "Cognitive Flexibility Inventory" were used for data collection. Pearson Product Moment Correlation Coefficient was used to analyze the data. As a result of the study, it was determined that there were significant positive correlations between counselors' authenticity levels, cognitive flexibility levels, and their perceptions of multicultural counseling competencies. While the direct effect of authenticity levels on multicultural counseling competence perceptions was insignificant, the total and indirect effects were found to be significant. In this context, it was found that the cognitive flexibility levels of the counselors play a full mediating role in the relationship between their authenticity levels and their perceptions of multicultural counseling competence. The results were discussed and evaluated within the framework of the relevant literature. Finally, based on the findings of the study, suggestions were made for researchers and practitioners.

Time-course effects of exercise intervention on executive function in adolescents with obesity.

This study was to investigate the developmental characteristics of executive function (EF) in obese adolescents and the time-course effects of a 14-week exercise intervention combining aerobic exercise and resistance training on EF in this population. The experimental group of 28 obese junior high school students participated in the exercise intervention combining aerobic exercise and resistance training, while the control group of 24 healthy weight junior high school students engaged in the regular recess exercise. EF, including inhibition, working memory, and cognitive flexibility, was assessed 1 week prior to the exercise intervention and at 12 and 14 weeks post-intervention. Changes in EF sub-functions in both groups at different time points during the exercise intervention were analyzed. The findings revealed that obese junior high school students exhibited lower levels of inhibition (p = 0.003, Cohen's d = 0.848) and cognitive flexibility (p = 0.013, Cohen's d = 0.706) compared to their healthy weight peers. The exercise intervention combining aerobic exercise and resistance training led to significant improvements in EF among obese junior high school students, with inhibition (p < 0.01, Cohen's d = 0.713; p = 0.003, Cohen's d = 0.683) and cognitive flexibility (p = 0.001, Cohen's d = 0.797; p < 0.01, Cohen's d = 0.890) showing significant improvement at 12 and 14 weeks post-intervention, and working memory demonstrating significant improvement at 14 weeks (p = 0.004, Cohen's d = 0.710). No significant differences were observed in EF over time in healthy weight junior high school students. Obese adolescents had impaired EF, as evidenced by low levels of the inhibition and cognitive flexibility compared to healthy weight adolescents. The exercise intervention combining aerobic exercise and resistance training had a positive effect on EF of obese adolescents. The time-course effects of the intervention on improvements in inhibition, working memory, and cognitive flexibility varied with intervention duration in obese adolescents, with significant changes in inhibition and cognitive flexibility observed at 12 weeks and significant changes in working memory at 14 weeks.

Cognitive flexibility and emotion regulation in eating disorder patients with comorbid generalized anxiety and posttraumatic stress symptoms

ABSTRACT Research has found that difficulties in emotion regulation negatively impact mental health, whereas cognitive flexibility may promote stress resilience and positive mental health. Little is known about cognitive flexibility and emotion regulation in people with comorbid eating disorder (ED) and anxiety and stress disorders. A transdiagnostic ED population (N = 227) at an outpatient ED treatment facility completed several self-report instruments that measured cognitive flexibility, emotion regulation difficulties, posttraumatic stress disorder (PTSD) symptoms, and generalized anxiety disorder (GAD) symptoms upon admission. We investigated cognitive flexibility and emotion regulation differences for those with an ED without comorbidity and those with various combinations of comorbidity. In a one-way between-groups ANOVA, we investigated differences in cognitive flexibility for those with GAD, PTSD, neither, and both comorbidities. We found a statistically significant difference between these groups, with mean cognitive flexibility inventory scores being the lowest in the group with both comorbidities. However, when controlling for emotion regulation, a one-way between-groups ANCOVA indicated no significant differences in cognitive flexibility between comorbidity groups F(3, 222) = 1.20, p = .31 Partial η 2 = .02. Though self-reported cognitive flexibility levels differ among ED patients with and without comorbidities, it appears that these differences are better explained by emotion regulation. Therefore, addressing emotion regulation early in treatment for all individuals with EDs, regardless of comorbidity, is recommended as a future research focus to enhance treatment outcomes. Further research is needed to understand the impact of treating emotion regulation on ED treatment engagement, dropout, and effectiveness.

Do peers matter? The influence of peers' self-regulation on individual self-regulation: a longitudinal multilevel analysis

Introduction:Self-regulation is important for social as well as academic success, and research shows that it is also shaped by social interactions. At the same time, peers shape children's development in many domains. Linking these two concepts, it can be predicted that children who are surrounded by peers with a high level of self-regulation later show higher self-regulation themselves compared to those who are surrounded by peers with a low level of self-regulation.MethodsTo test this assumption, a longitudinal sample with N = 1,658 participants in 181 classrooms (μage = 8.37) was analyzed. The self-regulation facets of working memory updating, inhibition, and flexibility were measured using an age-appropriate version of the Stroop test, the repeat-digits-backward test, and the Wisconsin card-sorting task. Based on this data, a score for both the individual and class level was calculated.ResultsThe results show that the classmates‘ level of self-regulation predicted later individual self-regulation above the individual self-regulation score. While neither age nor gender moderated this relationship, there was a significant cross-level interaction: Especially individuals with a low level of cognitive flexibility gained from being surrounded by peers with a high level of cognitive flexibility.DiscussionWhile the results show that peers constitute an important social context for the development of self-regulation, this fact is often only a minor point in modern self-regulation theories.

University students' cognitive flexibility and critical thinking dispositions.

The purpose of this study is to examine whether there are differences in critical thinking dispositions and cognitive flexibility among university students based on gender, grade level, and faculty. Additionally, the study will investigate the relationship between these two concepts and their predictive power. The study was conducted using a relational survey model and included 366 university students selected through maximum diversity sampling. The study involved university students from various faculties and grade levels. Data was collected through a personal information form, cognitive flexibility inventory, and critical thinking disposition scale. The data was analyzed using the SPSS 25 program. The results indicate that university students exhibit relatively high levels of cognitive flexibility and critical thinking tendencies. Above the medium level, there was a significant positive relationship between cognitive flexibility and critical thinking tendency. Cognitive flexibility was found to be a significant predictor of critical thinking dispositions, positively and significantly predicting critical thinking disposition and explaining 40% of it. Individuals with critical thinking tendencies exhibit cognitive flexibility, which is also associated with thinking critically. Therefore, cognitive flexibility and critical thinking are interrelated characteristics.

Flexibility predicts chronic anxiety and depression during the first year of the COVID-19 pandemic-A longitudinal investigation of mental health trajectories.

The COVID-19 pandemic is a significant stressor, potentially putting the well-being of the general population at risk. However, a significant proportion of the population exhibits resilience, raising questions regarding psychological constructs that could contribute to resilient coping. Studies indicate that flexibility, defined as the ability to adapt to changing contextual demands by employing various emotional, cognitive, and behavioral strategies, may significantly contribute to coping with long-term stressors such as COVID-19. Cognitive and coping flexibility domains and longitudinal trajectories of anxiety and depression were assessed at three-time points across 13 months in 571 Israelis. Analyses revealed four different trajectories for anxiety: resilient (66%), chronic (22%), emerging (7%), and improving (6%), and two trajectories for depression: resilient (87%) and chronic (13%). Individuals in the chronic trajectory group (for both anxiety and depression) exhibited lower cognitive flexibility and coping flexibility levels than individuals in the resilient trajectory group. Across time, anxiety and depression were linked to clinically significant posttraumatic stress disorder-like symptoms. Low cognitive and coping flexibility are linked to the probability of experiencing chronic mental health problems, making them a potential target for prevention and treatment. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The role of cognitive flexibility in emergent literacy

This study examined the role of cognitive flexibility (CF) in emergent literacy among Hebrew-speaking kindergartners. 1050 children were measured in emergent literacy and CF. Path analysis highlighted CF's significant role across all literacy sub-skills. Latent Profile Analysis identified four CF profiles, and post-hoc tests examined how these profiles relate to emergent literacy. Similarly, profiles based on literacy performance were analyzed for their association with CF. (1) Kindergartners with weak CF exhibited low emergent literacy. Those with stronger CF demonstrated better emergent literacy; (2) Medium level of CF, indicating potential strengths or difficulties in emergent literacy; (3) Weak PA linked to moderate-low CF, regardless of other literacy skills. These findings emphasize the importance of assessing CF in kindergarten against potential literacy difficulties before formal first-grade learning.

Comparison of executive functions in Russian and Japanese preschoolers.

This study analyzed differences in level of main executive function (EF) components (such as inhibition, working memory, and cognitive flexibility) among Russian and Japanese preschoolers. The study involved 102 children of 5-6.9 years old: 51 child from Russia and 51 child from Japan. Out of 102 children 48 were boys and 54 girls. It was found that the cognitive flexibility level in Russian children is higher and inhibition level is lower than in Japanese children. The results of the boys' EF comparison showed that boys from Russia have lower cognitive and physical inhibition levels than boys from Japan. Also it was shown that cognitive flexibility in Russian girls is significantly higher and cognitive inhibition is lower than in Japanese girls. The results obtained are discussed from the point of view of possible cultural differences in the two countries studied, which are manifested in the expectations of adults from children.

Examination of ethical intelligence and cognitive flexibility of nurses and their role in predicting the level of patient privacy protection

IntroductionPossessing ethical intelligence and cognitive flexibility can play a significant role in the acceptable performance of nurses. Furthermore, respecting the privacy of patients should always be a primary ethical principle that nurses focus on. This study aimed to investigate the ethical intelligence and cognitive flexibility of nurses and their role in predicting the level of patients’ privacy observance. Also, determining the overall status of patient privacy protection and its two domains, namely human dignity domain and maintaining personal privacy, were specific objectives of this study.MethodsThis cross-sectional descriptive-analytical study was conducted in 2022. A sample of 340 nurses and 1067 patients from teaching hospitals affiliated with Shiraz University of Medical Sciences in southern Iran were selected. Standard questionnaires of ethical intelligence and cognitive flexibility were used for nurses, and a privacy observance questionnaire was used for patients. Data were analyzed using t-tests, ANOVA, Pearson correlation coefficient, and multiple linear regression with the SPSS23 software.ResultsThe mean score of ethical intelligence and cognitive flexibility for nurses was 98.33 ± 18.06 (out of 200) and 74.56 ± 16.76 (out of 140), respectively. The mean score of patients’ privacy observance was 79.74 ± 14.53 (out of 150). The results of multiple linear regression showed that the dimensions of perseverance and assertiveness towards rights (β = 0.540, p < 0.001), action based on principles, values, and beliefs (β = 0.454, p < 0.001), responsibility towards personal decisions (β = 0.410, p < 0.001), accepting responsibility for serving others (β = 0.393, p < 0.001), ability to forgive one’s mistakes (β = 0.301, p = 0.001), ability to forgive others’ mistakes (β = 0.287, p = 0.002), honesty (β = 0.275, p = 0.004), acknowledgment of mistakes and failures (β = 0.263, p = 0.005), commitment to promises (β = 0.242, p = 0.005), and interest in others (β = 0.237, p = 0.01) from the dimensions of ethical intelligence, as well as the dimensions of perceived control (β = 0.580, p < 0.001), perception of multiple solutions (β = 0.511, p < 0.001), and perception of justifications (β = 0.373, p < 0.001) from the dimensions of cognitive flexibility had a positive and significant effect on the level of patients’ privacy observance.ConclusionEthical intelligence and cognitive flexibility of nurses and the level of patient privacy protection were estimated to be at a moderate level. Also, the level of ethical intelligence and cognitive flexibility of nurses played a predictive role in the level of patients’ privacy observance. It is suggested that hospital managers and policymakers enhance nurses’ ethical intelligence and cognitive flexibility through educational, welfare, managerial, motivational, and job-related programs, thereby improving the status of patient privacy protection.

HUBUNGAN FLEKSIBILITAS KOGNITIF DAN EFIKASI DIRI DENGAN KOMPETENSI KEWIRAUSAHAAN MAHASISWA CALON GURU PENDIDIKAN TEKNIK FKIP UNS

&lt;em&gt;This study aims to determine whether there is a relationship between cognitive flexibility and self-efficacy with the entrepreneurial competence of prospective teacher students, namely a case study of Vocational Engineering Education students. This research was conducted using a quantitative approach, cognitive flexibility and self-efficacy as independent variables, entrepreneurial competence as the dependent variable. The population in this study were active students of the Sebelas Maret University majoring Vocational Engineering Education class 2018-2021. The total population is 921 students who consist of 315 students of Mechanical Engineering Education Study Program, Building Engineering Education as many as 297 students, and Information and Computer Engineering Education as many as 309 students. The researcher used the Stratified Random Sampling method in determining the sample size. The technique used to collect data using a Likert scale instrument. During the data collection process, the Sub-competences of Entrepreneurial Competency and Underlying Behavioral Indicators were used to measure the entrepreneurial competencies of prospective teacher students, Cognitive Flexibility Inventory (CFI) to measure the level of cognitive flexibility, and the General Self-Efficacy Scale (GSE) to measure the level of self-efficacy. The analytical method used is multiple linear regression analysis. The results of this study indicate that there is a positive relationship between cognitive flexibility and self-efficacy with entrepreneurial competence (R=.736, R2=.542, p=.000). Therefore, it can be said that the entrepreneurial competence of prospective teacher students can be improved through cognitive flexibility and self-efficacy beliefs.&lt;/em&gt;

The Effects of Cognitive Flexibility on Teacher’s Readiness To Implement the Merdeka Curriculum

This article aims to determine cognitive flexibility in influencing teacher readiness for implementing the "imerdeka curriculum" in schools. Research method used a regression test using comprehension survey data using a questionnaire to see differences in the level of teacher readiness in implementing the "merdekat curriculum" based on high and low levels of teacher cognitive flexibility. The research subjects were 30 teachers of MI (Islamic Elementary School) in NW Dasan Lekong, Sukamulia Regency, and MI Hamzanwadi Toya, Aikmel Regency, two private schools in East Lombok, West Nusa Tenggara, Indonesia. The research results show that teachers' cognitive flexibility abilities have a significant effect on teachers' readiness to implement the "Independent Curriculum" in schools. This can be seen from the significance score of 0.000, which is less than 0.05, so it can be concluded that teachers with high cognitive flexibility are better prepared to implement the Merdeka Curriculum in schools than teachers with low cognitive flexibility.

The influence of age at first regular digital device access on digital reading performance: the mediating effect of cognitive flexibility

Younger generations are receiving their first regular digital device access at progressively earlier ages than previous generations on average, whereas disparities in their early digital device access are still being observed globally. The inequality of first regular digital device access may have profound long-term effects on one’s information and communication technology (ICT) skills, but no evidence has suggested how unequal first regular digital device access impacts one’s digital reading, which enables one to process and comprehend information in this digitized world. Thus, the current study investigated the relationship between the age at which children first regularly access digital devices and their digital reading performance at age 15 while considering the potential mediating effect of cognitive flexibility. A multilevel mediation model was proposed and tested using data from a cross-national sample of 156,277 15-year-old students from 18 OECD countries from the Programme for International Student Assessment (PISA). The results suggested that first regular digital device access after age 9 exerted a negative influence on digital reading scores in countries that generally had high levels of early digital access, and after age 13 in countries that had lower levels of early digital access. Additionally, cognitive flexibility mediated the association between the age at first regularly accessing digital devices and digital reading performance. Starting using digital devices regularly only after age 6, more evident at ages 9 to 12, was associated with lower levels of cognitive flexibility, which in turn led to worse digital reading performance. These findings demonstrated the importance of early first regular access to digital devices before school age (age 6) and highlighted the need for the cultivation of cognitive flexibility in family and school uses of digital devices.

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.

Influence of exposure to novel food packaging on consumers’ adoption of innovative products

Innovation is a crucial element for achieving success in the food industry. Previous research has shown that color-flavor incongruent packaging designs possess the capacity to violate consumers’ expectations, thus signifying the innovativeness of a brand without necessitating alterations to the properties of the food products themselves. Here we report two experiments designed to examine whether exposure to such color-flavor incongruent packaging designs could influence consumers’ intentions to adopt innovative products. The results of Experiment 1 revealed that exposure to color-flavor incongruent packaging of potato chips with popular flavors increased the likelihood of participants to purchase the same food products with novel flavors. As for the participants with a relatively higher level of cognitive flexibility, the results of Experiment 2 revealed that such exposure to the novel packaging designs of familiar foods not only heightened their interest in buying but also amplified their likelihood to purchase certain innovative non-food products. Collectively, these findings suggest that exposure to novel packaging designs for familiar food products may enhance certain consumers’ intentions to adopt certain innovative products. Our findings highlight the role of unexpected and surprising experiences with food packaging in consumer behavior, offering valuable insights into possible strategies for promoting innovative products in the market.

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.

Reexamining the relationship between extrinsic rewards and creativity: a study from the creative process engagement perspective

Empirical findings concerning the effects of extrinsic rewards on employee creativity have been controversial and have focused mainly on the theoretical mechanism of intrinsic motivation. Although intrinsic motivation is a primary impetus for creativity, generating creative outputs is a process that requires a sequence of creative endeavors. Drawing from the componential theory of creativity, this study proposes a positive relationship between extrinsic rewards and creativity via creative process engagement. Additionally, two types of employee characteristics, i.e. person-job fit and cognitive flexibility, are important contingency factors affecting the reward–creativity relationship. Our empirical analyses of data collected from 228 supervisor-subordinate dyads demonstrate the mediating role of creative process engagement in the reward–creativity relationship. Moreover, employees with high levels of person-job fit and cognitive flexibility are found to have the highest levels of creative process engagement and, in turn, the greatest creativity when motivated by extrinsic rewards for creativity. These findings have several theoretical and managerial implications related to reward–creativity research and practice.

Examination of Mental Well-Being Levels in Emerging Adulthood in Terms of Grit and Cognitive Flexibility

The aim of this study is to examine the levels of mental well-being in emerging adulthood in terms of grit and cognitive flexibility. In the study, it was determined whether mental well-being differed significantly in terms of gender, class, general average and perceived socio-economic level variables. It was also examined whether grit and cognitive flexibility predict mental well-being levels. A correlational survey model was used in the study. The data of the study were collected with "Warwick-Edinburgh Mental Well-Being Scale", "Cognitive Flexibility Inventory", "Brief Grit Scale" and "Personal Information Form" developed by the researcher. In the analysis of the data, groups t-test and one-way analysis of variance were performed. Pearson product-moment correlation coefficient was calculated to determine the relationship between the variables. Multiple linear regression analysis was used to determine the extent to which the variables predicted mental well-being. According to the findings of the study, it was determined that there was a significant difference between the mental well-being levels of university students in emerging adulthood and their perceived socioeconomic levels. It was observed that there was a positive and moderately significant relationship between students' mental well-being levels and their levels of grit and cognitive flexibility. It was also found that grit and cognitive flexibility predicted mental well-being. It explains 33.5% of the total variance of grit and cognitive flexibility, which are predictor variables. Finally, the findings obtained in the study were discussed in line with the relevant literature and suggestions for both study and practice areas were presented.

A latent profile analysis of moral emotions following moral transgressions.

Moral transgressions (MTs), events that violate one's moral code, are associated with the moral emotions of guilt and shame. However, there may be different patterns by which people experience guilt and shame that affect distress following MTs. Undergraduates (N = 1371) exposed to anMT completed self-report assessments. This study used latent profile analysis (LPA) to examine profiles based on guilt cognitions, internalized shame, and distress in relation to a reported MT. Cognitive flexibility, years since the MT, and deliberate and intrusive rumination were examined as variables to determine how these factors predicted profile membership. Results from the LPA revealed a three-profile solution: a low moral distress profile (n = 1002), a moderate moral distress profile (n = 262), and a shame prominent profile (n = 107). Results indicated that higher levels of deliberate and intrusive rumination and lower levels of cognitive flexibility significantly increased the likelihood of belonging to the moderate moral distress or shame prominent profiles compared to the low moral distress profile. Higher levels of intrusive rumination and lower levels of cognitive flexibility also significantly increased the likelihood of belonging to the shame prominent profile over the moderate distress profile. Three different profiles emerged, with the shame prominent profile being driven primarily by internalized shame. Results suggest that intrusive rumination and cognitive inflexibility are risk factors to experiencing adverse responses to MTs.

THE MEDIATING ROLE OF COGNITIVE FLEXIBILITY ON THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND ACADEMIC SELF-REGULATED LEARNING OF SENIOR HIGH SCHOOL STUDENTS

The purpose of this study was to determine the mediating role of cognitive flexibility in the relationship between emotional intelligence and academic self-regulated learning. Utilizing quantitative, non-experimental design via correlational technique, data were obtained from 267 respondents of the study who are learners among public elementary schools in Cateel 1 and 2, Davao Oriental. The researcher utilized a stratified random sampling technique and an online survey mode of data collection. The researcher also utilized the statistical tools mean, Pearson r, and Medgraph using the Sobel z-test. From the results of the study, it was found that there is a very high level of cognitive flexibility, emotional intelligence, and academic self-regulated learning. Also, results revealed that there is a significant relationship between emotional intelligence and academic self-regulated learning, a significant relationship between emotional intelligence and cognitive flexibility, and a significant relationship between cognitive flexibility and academic self-regulated learning. Further, it was revealed that there is a partial mediating effect of cognitive flexibility on the relationship between emotional intelligence and academic self-regulated learning.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/lit/0758/a.php" alt="Hit counter" /&gt;&lt;/p&gt;