ArticlePsychology research and behavior management2024
Cognitive Flexibility's Role in Reducing Academic Stress During the COVID-19 Pandemic.
Article in Psychology research and behavior management, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed, 7 citations in OpenAlex.
- A time-lagged psychological model of linguistic uncertainty, cognitive flexibility, and academic well-being among English major students.Scientific reports · 2026Article
- AI information encounters and university students' digital burnout: the mediating role of cognitive flexibility and the moderating effect of AI learning trust.Frontiers in psychology · 2026Article
- Balancing Academics and Life: Qualitative Study of Health Professions Students' Perceptions of a Four-Day Academic Week in the United Arab Emirates.JMIR medical education · 2025Article
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Authors and funding
5 authors at 2 institutions in 2 countries.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Cognitive flexibility (CF) in the psychological literature has been described as an individual's ability to produce several solutions and retain control in novel situations. Recently, the COVID-19 pandemic appeared to be an ideal scenario that demanded the application of adaptive thinking by students to deal with several challenges of the pandemic. Aim: This study aimed to assess the role of CF in reducing academic stress among university students due to the sudden and strict implementation of online education during the COVID-19 pandemic. Methods: This study employed a cross-sectional survey design and data collection was completed during the 2020-2021 academic year. The study sample comprised 328 university students from Saudi Arabia. The online survey method was used, and study tools comprises of reliable and valid psychological measures to assess CF, academic stress, the negative impact of the COVID-19 pandemic, and emotional symptoms. IBMSPSS25 was used for statistical analysis of data. Multiple regression analysis was applied to determine the role of CF in reducing academic stress after controlling for other factors such as gender, age, academic year, negative impact of COVID-19 on daily life, and unpleasant emotional experiences. Results: CF was significantly decreased the risk of experiencing academic stress (b = ‒0.196, t = ‒3.54; Conclusion: The current findings suggest that CF could be fostered among university students as a useful mental tool to cope with academic stress during less-structured educational and social circumstances that may impact their daily lives and emotional wellness.
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