Psychological Flow as Moderator Variable of the Relationship between Cognitive Flexibility and Academic Well-being among Preparatory Year Students at Shaqra University

Abstract

The study aimed to examine psychological flow (skill-challenge balance, performance awareness integration, clear goals, performance focus, loss of self-awareness, and time shift) as a moderating variable in the strength of the relationship between cognitive flexibility and academic well-being (university affiliation, academic gratitude, and academic effectiveness) among preparatory year students at Shaqra University. It also aimed to determine the levels of psychological flow, cognitive flexibility, and academic well-being, as well as the relationship between psychological flow, cognitive flexibility, and academic well-being. The study sample consisted of (194) male and female preparatory-year students at Shaqra University. The researcher administered the Psychological Flow Scale, the Cognitive Flexibility Scale, and the Academic Well-being Scale. The descriptive approach correlational was used. The study results revealed high levels of psychological flow and academic well-being among the study sample, while cognitive flexibility was moderate. Academic well-being can be predicted by both psychological flow and Cognitive Flexibility, And psychological flow is a variable moderating of the relationship between cognitive flexibility and well-being. with psychological flow being the more powerful and significant predictor of the relationship between cognitive flexibility and well-being. The study concluded with several recommendations in light of the research findings.