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The Role of Resilience and Cognitive Flexibility in Predicting Academic Adjustment: The Mediating Effect of Self-Efficacy

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Title: The Role of Resilience and Cognitive Flexibility in Predicting Academic Adjustment: The Mediating Effect of Self-Efficacy
Language: English
Authors: Akbar Ebrahimi Orang, Mohammad Reza Khodadust (ORCID 0000-0002-4510-9005), Rasool Rezaiee Malajag, Madeh Alipanah (ORCID 0009-0005-9218-7427)
Source: Psychology in the Schools. 2026 63(2):332-343.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 12
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Resilience (Psychology), Cognitive Processes, Predictor Variables, Student Adjustment, Self Efficacy, High School Students, Foreign Countries, Adjustment (to Environment), Measures (Individuals), Self Concept Measures, Academic Achievement, Intervention
Geographic Terms: Iran
Assessment and Survey Identifiers: Self Efficacy Scale
DOI: 10.1002/pits.70096
ISSN: 0033-3085
1520-6807
Abstract: This study explores the relationships among resilience, cognitive flexibility, and academic adjustment in high school students, highlighting the mediating role of self-efficacy. The aim was to predict academic adjustment based on resilience and cognitive flexibility among senior high school students in Divandereh, Iran. Employing a correlational design with path analysis, data were collected from a sample of 318 students through a multi-stage cluster sampling method using established instruments, including the Adjustment Inventory for School Students (AISS), the General Self-Efficacy Scale (GSE), the Connor-Davidson Resilience Scale (CD-RISC), and the Cognitive Flexibility Inventory (CFI). Given that this study included a mediating variable, data analysis was conducted using path analysis with SPSS and SmartPLS4 software. The findings reveal that resilience and cognitive flexibility significantly contribute to academic adjustment through the mediation of self-efficacy. Specifically, resilience ([beta] = 0.102) and self-efficacy ([beta] = 0.119) directly influence students' academic adjustment, while cognitive flexibility ([beta] = 0.072) enhances self-efficacy, thereby indirectly impacting academic outcomes. Cognitive flexibility ([beta] = 0.603) and resilience ([beta] = 0.251) also predict self-efficacy. The study emphasizes the necessity of fostering psychological resilience and cognitive adaptability to support academic success. Practical implications for educational practice suggest that interventions aimed at enhancing resilience and cognitive flexibility can improve students' educational experiences, motivation, and overall performance.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1493926
Database: ERIC
FullText Text:
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PubType: Academic Journal
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IllustrationInfo
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  Data: The Role of Resilience and Cognitive Flexibility in Predicting Academic Adjustment: The Mediating Effect of Self-Efficacy
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  Data: English
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  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Akbar+Ebrahimi+Orang%22">Akbar Ebrahimi Orang</searchLink><br /><searchLink fieldCode="AR" term="%22Mohammad+Reza+Khodadust%22">Mohammad Reza Khodadust</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4510-9005">0000-0002-4510-9005</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rasool+Rezaiee+Malajag%22">Rasool Rezaiee Malajag</searchLink><br /><searchLink fieldCode="AR" term="%22Madeh+Alipanah%22">Madeh Alipanah</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0005-9218-7427">0009-0005-9218-7427</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Psychology+in+the+Schools%22"><i>Psychology in the Schools</i></searchLink>. 2026 63(2):332-343.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
– Name: Pages
  Label: Page Count
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  Data: 12
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  Label: Publication Date
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Resilience+%28Psychology%29%22">Resilience (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Adjustment%22">Student Adjustment</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Adjustment+%28to+Environment%29%22">Adjustment (to Environment)</searchLink><br /><searchLink fieldCode="DE" term="%22Measures+%28Individuals%29%22">Measures (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept+Measures%22">Self Concept Measures</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Iran%22">Iran</searchLink>
– Name: SubjectThesaurus
  Label: Assessment and Survey Identifiers
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  Data: <searchLink fieldCode="SU" term="%22Self+Efficacy+Scale%22">Self Efficacy Scale</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1002/pits.70096
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0033-3085<br />1520-6807
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study explores the relationships among resilience, cognitive flexibility, and academic adjustment in high school students, highlighting the mediating role of self-efficacy. The aim was to predict academic adjustment based on resilience and cognitive flexibility among senior high school students in Divandereh, Iran. Employing a correlational design with path analysis, data were collected from a sample of 318 students through a multi-stage cluster sampling method using established instruments, including the Adjustment Inventory for School Students (AISS), the General Self-Efficacy Scale (GSE), the Connor-Davidson Resilience Scale (CD-RISC), and the Cognitive Flexibility Inventory (CFI). Given that this study included a mediating variable, data analysis was conducted using path analysis with SPSS and SmartPLS4 software. The findings reveal that resilience and cognitive flexibility significantly contribute to academic adjustment through the mediation of self-efficacy. Specifically, resilience ([beta] = 0.102) and self-efficacy ([beta] = 0.119) directly influence students' academic adjustment, while cognitive flexibility ([beta] = 0.072) enhances self-efficacy, thereby indirectly impacting academic outcomes. Cognitive flexibility ([beta] = 0.603) and resilience ([beta] = 0.251) also predict self-efficacy. The study emphasizes the necessity of fostering psychological resilience and cognitive adaptability to support academic success. Practical implications for educational practice suggest that interventions aimed at enhancing resilience and cognitive flexibility can improve students' educational experiences, motivation, and overall performance.
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  Data: As Provided
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  Data: 2026
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  Data: EJ1493926
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        Value: 10.1002/pits.70096
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 332
    Subjects:
      – SubjectFull: Resilience (Psychology)
        Type: general
      – SubjectFull: Cognitive Processes
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Student Adjustment
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      – SubjectFull: Self Efficacy
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      – SubjectFull: High School Students
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Adjustment (to Environment)
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      – SubjectFull: Self Concept Measures
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Intervention
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      – SubjectFull: Iran
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      – SubjectFull: Self Efficacy Scale
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      – TitleFull: The Role of Resilience and Cognitive Flexibility in Predicting Academic Adjustment: The Mediating Effect of Self-Efficacy
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