Traumatic Exposure and Psychological Well-Being: The Moderating Role of Cognitive Flexibility

Generation climate crisis, COVID-19, and Russia-Ukraine-War: global crises and mental health in adolescents

Climate change, COVID-19, and the Russia-Ukraine War are some of the great challenges of our time. These global crises affect young people in a particularly vulnerable phase of their lives. The current study aimed to assess the impact of these crises on mental health (depression, anxiety, and health-related quality of life) in secondary school students in Germany. Furthermore, we assessed known predictors of mental health, such as socio-economic factors, individual life stressors, and resilience factors (self-efficacy, expressive flexibility) as covariates. In our sample of 3998 pupils, pandemic- and climate-related distress were linked to greater depression and anxiety and reduced health-related quality of life. War-related distress was associated with greater anxiety. Critically, these associations remained significant after controlling for all covariates, supporting the incremental predictive value of the crises measures. The study reveals a significant impact of the crises on the mental health of the current generation of adolescents. As such it suggests that mental health policies should include interventions that help youth to cope with the stress caused by the crises.

Reducing Work Withdrawal Behaviors When Faced with Work Obstacles: A Three-Way Interaction Model

Work withdrawal behavior is a type of negative reaction when employees face obstacles at work. Its negative impact on individuals and organizations has caught the attention of academic circles and managers. In this study, data from 596 full-time employees were collected using two timepoint measurements one month apart. The internal mechanism of the link between obstructive stress and job withdrawal behavior was analyzed, and the combined effects of work control and cognitive flexibility on the negative effects of obstructive stress were analyzed in terms of the work demand-control-personal model. The results showed that negative work rumination played a complete mediating role between obstructive stress and work withdrawal behavior, and cognitive flexibility, obstructive stress, and work control had a significant three-way interaction. The results suggest that more attention should be paid to the role of employee cognition to avoid employees' withdrawal behavior in the face of work obstacles. In addition, when providing work resources to employees, the organization should also consider ensuring that work resources can be fully utilized to play a positive role in buffering work obstacles.

The role of cognitive flexibility in moderating the effect of school-related stress exposure

Educators are exposed to various stressful events as part of their ongoing work, including violence, sexual assaults, suicidal behavior, and loss or illness of students or their family members. Previous studies revealed an increased risk of developing PTSD symptoms in healthcare and supportive professionals exposed to repeated stress as part of their work. Cognitive flexibility might be a protective factor against the negative effect of such stress. The current study aimed to examine the interactive effects of school-related stress exposure and cognitive flexibility on the tendency to develop Post Traumatic Stress Disorder (PTSD) symptoms and the coping abilities of educators. One hundred and fifty educators (86.5% female; Mage = 43.08, Mteaching_experience = 12.90) volunteered to participate in this study. They completed questionnaires measuring levels of stress exposure, cognitive flexibility, coping ability, and PTSD symptoms. Analyses revealed that cognitive flexibility moderated the relationship between school-related stress exposure and both PTSD symptoms severity and maladaptive coping. Specifically, whereas educators with low cognitive flexibility exhibited positive associations between continuous stress exposure and both levels of PTSD symptoms and maladaptive coping, no such association was found among educators with high cognitive flexibility. The results highlight the importance of cognitive flexibility as a protective factor against the harmful effects of possible stress exposure in school environments. Awareness of the crucial role of cognitive flexibility as a protective factor for educators can be a breakthrough in improving educators' well-being and adaptive functioning.

The relationship between cognitive flexibility and happiness among nurses

PURPOSE

To determine the relationship between nurses' cognitive flexibility and happiness and the factors affecting them.

DESIGN AND METHODS

A Nurse Information Form prepared by the researchers, a Cognitive Flexibility Inventory, and the Oxford Happiness Questionnaire Short Form were administered to 722 nurses working at the Istanbul Medical Faculty Hospital. This was a descriptive and cross-sectional study.

RESULTS

Nurses' cognitive flexibilities had a positive and significant relationship with happiness (p < 0.05). The power of explaining happiness was R²  = 28.6% for cognitive flexibility.

CONCLUSION

Regarded as a significant factor for people's happiness, the impact of cognitive flexibility on nurses' happiness was examined in this study.

PRACTICE IMPLICATIONS

It is recommended to develop educational programs that improve the cognitive flexibility of nurses.

The Effects of COVID-19-Related Stress on Depression in Working Mothers with School-Aged Children: The Moderated Mediation Effect of Parenting Efficacy and Cognitive Flexibility

Objectives: This study aimed to analyze the effects of COVID-19-related stress, parental efficacy, and cognitive flexibility on depression of mothers with school-aged children and to examine a moderated mediation model.Methods: Data on cognitive flexibility, parental efficacy, COVID-19-related stress, and depression were collected from 441 working mothers who had at least one school-aged child using the Cognitive Flexibility Inventory (CFI) and Parenting Sense of Competence (PSOC), COVID Stress/Disruption, and Center for Epidemiologic Studies Depression (CES-D) scales. Data were then analyzed using SPSS 26.0, and PROCESS macro version 4.0.Results: The findings revealed that COVID-19-related stress had a significant positive influence on depression in working mothers, which was mediated by parental efficacy. A moderated mediation analysis further indicated that this indirect effect varied depending upon the mothers’ sense of control a sub-factor of cognitive flexibility. Therefore, when mothers perceived they were unlikely to exercise any control over changes caused by the COVID-19 pandemic, their parental efficacy exerted a greater mediating effect.Conclusion: Results suggest that interventions reducing COVID-19-related stress and increasing parental efficacy could alleviate depression among working mothers with school-aged children. Furthermore, cognitive interventions could be effective in helping those working mothers experiencing a low level of parenting efficacy due to COVID-19-related stress to perceive the demanding situation as within their control.

Age-Related Differential Effects of School-Based Sitting and Movement Meditation on Creativity and Spatial Cognition: A Pilot Study

Psychophysical well-being can be supported during development by the integration of extra-curricular activities in scholastic settings. These activities can be implemented in different forms, ranging from physical activities to sitting meditation practices. Considering that both such activities are thought to affect children’s psychophysical development, a movement-based meditation that combines the two approaches−in the form of a short daily activity−could represent a powerful tool to promote healthy physical and mental development. Consequently, the current pilot study aimed to examine the effect of short daily school-based sitting and movement meditation trainings on creativity and spatial cognition. Utilizing a crossover design, we evaluated their feasibility and efficacy at different ages among children (n = 50) in 5th to 8th grade. We observed that 5 weeks of daily training in sitting and movement meditation techniques improved children’s cognition differently. Specifically, younger children showed greater creativity and better spatial cognition following the movement-based meditation, while older children showed greater enhancement in these areas following sitting meditation training. This suggests that training can affect children’s cognition differently depending on their developmental stage. We discuss these results within the framework of embodied and grounded cognition theories. Information on feasibility and age-related effect sizes derived from the current study paves the way for future well-powered larger-scale efficacy studies on different forms of school-based interventions to cognitive development promotion.

Cognitive Flexibility, Relativistic Appreciation, and Ethnocultural Empathy Among Chinese International Students

Based on Berry’s (1997) framework, we investigated the mediating effect of cognitive flexibility and the moderating effect of relativistic appreciation on the association between acculturative stress and ethnocultural empathy. A total of 199 Chinese international students from two Midwestern universities in the United States participated. Results indicated support for both hypotheses. First, cognitive flexibility significantly mediated the association between acculturative stress and ethnocultural empathy. Second, relativistic appreciation significantly moderated the effects of acculturative stress on ethnocultural empathy. Specifically, the effect of acculturative stress on ethnocultural empathy was significantly negative for those with relativistic appreciation levels below the 26th percentile. Conversely, this effect was not significant for those with relativistic appreciation levels above the 26th percentile. Our results offer a new perspective on acculturative stress, provides tools for clinicians working with Chinese international students who are coping with acculturative stress, and advocates for culturally appropriate coping strategies.

Cognitive flexibility in PTSD individuals following nature adventure intervention: is it really that good?

Previous studies have found that PTSD is associated with hippocampal-related impairment in cognitive flexibility. However, little is known about this impairment following nature adventure interventions. The current ex post facto study aimed to examine the relationship between cognitive flexibility, sailing-based intervention and PTSD symptoms. Thirty-nine individuals with PTSD diagnosis (17 who engaged in sailing and 22 who did not engage in sailing) and 38 healthy control (18 who engaged in sailing and 20 who did not engage in sailing) completed a performance-based reversal learning paradigm to assess cognitive flexibility and were evaluated for PTSD, depressive and anxiety symptoms. The results revealed significantly lower levels of PTSD and trait anxiety symptoms in the PTSD-sailing group, compared to the PTSD-no-sailing group. In addition, both PTSD groups showed selective, though different, impairments in reversal learning. Specifically, PTSD-no-sailing individuals showed a selective impairment in reversing the outcome of a negative stimulus- they struggled to learn that a previously negative stimulus was later associated with a positive outcome. PTSD-sailing individuals, on the other hand, displayed a selective impairment in reversing the outcome of a positive stimulus- they had difficulty learning that a previously positive stimulus was later associated with a negative outcome. The results may suggest that although individuals who participated in a sailing-based intervention had lower clinical symptoms, their hippocampal related cognitive flexibility was mot improved, and the impairment exists in a different domain.