The moderating effects of psychological flexibility and psychological inflexibility on the relationship between climate concern and climate-related distress

Grounded in social–ecological system theory, the present study tested the mediating effects of maternal psychological flexibility and mother–adolescent attachment on the relationship between maternal adult attachment and adolescent anxiety as well as the moderating effects of teacher support and peer support on the relationship between mother–adolescent attachment and adolescent anxiety. In total, 1139 Chinese mothers and adolescents completed a set of questionnaires, including the Experiences in Close Relationships Scale, Parental Psychological Flexibility Questionnaire, Inventory of Parent and Peer Attachment, Trait Anxiety Inventory, and Multidimensional Scale of Perceived Social Support. The results revealed that maternal adult attachment had a positive impact on adolescent anxiety. The relationship between maternal adult attachment and adolescent anxiety was chain mediated by maternal psychological flexibility and mother–adolescent attachment. In addition, teacher support and peer support had moderating effects on the relationship between mother–adolescent attachment and adolescent anxiety. These findings support the systematic social ecosystem perspective and highlight the differences in the effects of different maternal adult attachment styles, teacher support, and peer support on adolescent anxiety.

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The Relationship Between Stress and Well-being: The Mediating Roles of Students’ Psychological Flexibility and Loneliness During the Coronavirus Pandemic

Psychological Research on Urban Society ◽

10.7454/proust.v4i2.100 ◽

2021 ◽

Vol 4 (2) ◽

pp. 3

Author(s):

Gracia Hanna Indra ◽

Annisa Mega Radyani ◽

Imelda Ika Dian Oriza

Keyword(s):

Higher Education ◽

Perceived Stress ◽

High Stress ◽

Psychological Flexibility ◽

Well Being ◽

Psychological Inflexibility ◽

Serial Mediation ◽

High Level ◽

The Relationship ◽

Difficult Situations

Coronavirus (COVID-19) has greatly impacted people‘s lives, including those of students in higher education, who have experienced drastic changes causing high levels of stress and decreased well-being. The relationship between stress and well-being can be viewed through the lens of psychological flexibility and loneliness. Individuals who experience high stress tend to be psychologically inflexible and have avoidant/maladaptive coping strategies. As a result, they are also vulnerable to loneliness, which ultimately results in decreased in well-being. In this study, of 945 student-participants, 43.28% met the criterion for high loneliness, 21.9% reported high perceived stress, 69.8% reflected high psychological inflexibility, and their mean score for well-being was 54.45. Serial mediation analysis found that psychological flexibility and loneliness partially mediate the relationship between stress and well-being. However, stress can affect well-being directly but also indirectly through psychological inflexibility and loneliness. A high level of stress, with a low level of psychological flexibility, results in a high level of loneliness; hence well-being decreases. Interventions promoting psychological flexibility can help individuals adapt and cope with difficult situations during the pandemic.

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Investigating the Relationship Between University Students’ Psychological Flexibility and College Self-Efficacy

Journal of College Student Retention Research Theory & Practice ◽

10.1177/1521025117751071 ◽

2018 ◽

Vol 22 (2) ◽

pp. 351-372

Author(s):

Jaimie R. Jeffords ◽

Benjamin L. Bayly ◽

Matthew F. Bumpus ◽

Laura G. Hill

Keyword(s):

Self Efficacy ◽

Acute Stress ◽

Psychological Flexibility ◽

Western United States ◽

Psychological Inflexibility ◽

Residential University ◽

Poor Outcomes ◽

The Impact ◽

The Relationship

For many, college is a period of transition, marked with acute stress, threats to success, and decreases in self-efficacy. For certain groups of students, the risk of these poor outcomes is elevated. In this study, 348 students from a large residential university in the western United States were surveyed to understand the role of psychological flexibility and inflexibility on self-efficacy and the potential moderating impact of year in college and underrepresented racial minority (URM) status. Results indicated that students who are psychologically flexible reported greater college self-efficacy, whereas students who are psychologically inflexible reported lower college self-efficacy. The impact of psychological inflexibility on self-efficacy was moderated by URM status and year in school; psychological inflexibility had a stronger impact on URM students’ self-efficacy than nonminority students, and psychological inflexibility had a greater effect on college students starting college as opposed to students who had been enrolled for multiple years.

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