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; p < 0.001; 95% CI = ‒3.53 to ‒0.11) after controlling for the negative impact of the COVID-19 pandemic on daily life (b = 0.119, t = 2.09; p < 0.05; 95% CI = 0.02– 0.63) and emotional repercussions (b = 0.109, t = 1.91; p < 0.05; 95% CI = ‒0.01– 0.15).
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.

Plain Language Summary: Cognitive Flexibility (CF), also known as the capacity for adaptive thinking, has been recognized as an important mental coping tool. The prolonged implementation of full-time online studies during the COVID-19 pandemic has been a source of academic stress among university students. This study examined the positive impact of cognitive flexibility on academic stress by collecting data from university students who underwent full-time online studies during the COVID-19 pandemic in Saudi Arabia. The study findings validated the protective role of CF, and recommended devising appropriate educational strategies that could foster adaptive thinking and enable students to cope with study-related stressors during uncertain times.



中文翻译：

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COVID-19 大流行期间认知灵活性在减轻学业压力方面的作用

背景：心理学文献中的认知灵活性（CF）被描述为个体在新情况下产生多种解决方案并保持控制的能力。最近，COVID-19 大流行似乎是一个理想的场景，要求学生运用适应性思维来应对大流行的一些挑战。
目的：本研究旨在评估由于 COVID-19 大流行期间突然严格实施在线教育，CF 在减轻大学生学业压力方面的作用。
方法：本研究采用横断面调查设计，数据收集于 2020-2021 学年完成。研究样本包括 328 名来自沙特阿拉伯的大学生。采用在线调查方法，研究工具包括可靠有效的心理测量，以评估CF、学业压力、COVID-19大流行的负面影响和情绪症状。使用IBMSPSS25对数据进行统计分析。在控制性别、年龄、学年、COVID-19 对日常生活的负面影响和不愉快的情绪经历等其他因素后，采用多元回归分析来确定 CF 在减轻学业压力方面的作用。
结果：在控制了 COVID-19 大流行对学生的负面影响后，CF 显着降低了经历学业压力的风险（b = ‐0.196，t = ‐3.54；p < 0.001；95% CI = ‐3.53 至 ‐0.11）日常生活（b = 0.119，t = 2.09；p < 0.05；95% CI = 0.02–0.63）和情绪影响（b = 0.109，t = 1.91；p < 0.05；95% CI = ∼0.01–0.15）。
结论：目前的研究结果表明，CF 可以在大学生中培养，作为一种有用的心理工具，以应对可能影响日常生活和情绪健康的结构松散的教育和社会环境中的学业压力。

通俗易懂的总结：认知灵活性（CF），也称为适应性思维能力，已被认为是一种重要的心理应对工具。 COVID-19大流行期间全日制在线学习的长期实施一直是大学生学业压力的一个来源。本研究通过收集沙特阿拉伯 COVID-19 大流行期间接受全日制在线学习的大学生的数据，探讨了认知灵活性对学业压力的积极影响。研究结果验证了CF的保护作用，并建议制定适当的教育策略，以培养适应性思维，并使学生能够在不确定的时期应对与学习相关的压力源。