The Relationship Between Positive Attitude Towards School and Students’ Academic Well-Being with the Mediating Role of Cognitive Flexibility

Abstract

The aim of this study is to determine the mediating role of cognitive flexibility in the relationship between positive orientation towards school and students' academic well-being. Correlational and structural equation model research methodologies were implemented. The statistical population comprises 360 students from the first secondary school in Minoudasht city during the academic year 2022-2023. Utilizing Cochran’s formula, 186 students were chosen as the research sample. Three questionnaires were employed to collect data: positive orientation towards school (POTS), academic well-being (AWBQ) and cognitive flexibility (CFI) questionnaires. Data analysis has been done with the help of SmartPLS3 software and structural equation modeling. The results showed that a positive attitude toward school has a direct and beneficial impact on academic well-being and cognitive flexibility. Additionally, cognitive flexibility has a positive and direct effect on academic well-being. Moreover, the indirect impact of a positive attitude toward school on academic well-being, which is mediated by cognitive flexibility, is both positive and significant. The findings indicate that the more students have a positive orientation towards school and have higher cognitive flexibility, the higher their academic well-being increases.

Keywords

• cognitive flexibility
• academic well-being
• positive orientation towards school
• students
• secondary school