Cognitive flexibility and belonging among university students: mediating role of adaptation

A number of studies have explored the potential links between adaptation, cognitive flexibility, and school belonging. Although existing studies show that cognitive flexibility is associated with belonging, the current study suggests that cognitive flexibility increases belongingness with an indirect effect of adaptability. Also, adaptive behavior has been considered as a mediating variable as it is effective in re-establishing the order as a result of the deterioration of the established balance. Therefore, it is aimed to study the mediating role of adaptation for cognitive flexibility and the sense of belonging to the university. The sample of the study consists of 421 university students who participated voluntarily (290 women and 131 men; aged between 18 and 32 years). Participants were asked to fill out a questionnaire package consisting of cognitive flexibility, adaptation, and belongingness. Structural equation modeling was used to analyze the data. The effect of cognitive flexibility on the belongingness of university students was mediated by adaptation. The results highlight the importance of academic adaptation in university life. Moreover, it was found university students who reported greater cognitive flexibility have a better sense of belonging. Accordingly, some suggestions were proposed for high school educators, university administrators, and researchers.