Unveiling the Role of Psychological Flexibility During the Transition to Higher Education

The transition to higher education (HE) represents a critical and challenging period for many first-year students. During this phase, students often struggle with academic pressure, social adaptation, and personal uncertainty like low self-efficacy, which can undermine both their academic performance and overall well-being (Conley & al., 2014; Trautwein & Bosse, 2017). Understanding the factors that promote both success and well-being during this transition is crucial for addressing high rates of academic failure and the high levels of stress among students. Research on the transition to HE has predominantly focused on individual characteristics (Trautwein & Bosse, 2017) and motivational factors (Richardson &al., 2012; Noyens & al., 2019), but there is growing recognition of the need to incorporate well-being into the analysis of academic commitment (Hailikari & al., 2022; Asikainen & Katajavuori, 2021). Despite this increased interest, empirical studies on student well-being remain scarce (Hailikari & al., 2022). Recent findings suggest that psychological flexibility could be resource to support well-being and a determinant of success during this transition phase. Defining Psychological Flexibility Psychological flexibility is increasingly recognized as a dynamic and trainable meta-process that enables individuals to navigate the complexities of life (Monestès, 2016 ; Malo & al., 2022). It involves managing interactions between the new environmental information, experiencing emotional discomfort, or facing difficulties, while taking appropriate actions to address these challenges. These actions are aligned with personal goals, values, and well-being (Cherry & al., 2021). Psychological flexibility requires the integration and coordination of six core processes identified within Acceptance and Commitment Therapy (ACT): acceptance, cognitive defusion, presence, self-as-context, values, and committed action (Hayes & al., 2006; Twohig, 2012; Monestès, 2016). By fostering these interconnected processes, individuals enhance their capacity to adapt effectively, pursue meaningful goals, and maintain psychological resilience. This definition highlights the potential of the concept of psychological flexibility as a transformative resource in both the personal and academic spheres. Psychological flexibility not only helps to manage stress, but also to foster academic success. Yet, the precise mechanisms linking psychological flexibility to academic success in higher education remain underexplored. Furthermore, its role in shaping students’ transition experiences has yet to be thoroughly examined in educational settings. Research Objectives This study aims to investigate the role of psychological flexibility in supporting student well-being and academic success during the transition to higher education. Building on the theoretical model proposed by De Clercq & al. (2023), we conceptualize the transition as a dynamic interplay between four core dimensions: the emotional pressure in higher education, the social environment, motivational beliefs, and engagement. Specifically, we aim to examine: The relation between psychological flexibility and academic emotional pressure in higher education ; The relation between psychological flexibility and social adjustment; The indirect relation between psychological flexibility and cognitive adjustment via social adjustment variable and the indirect relation between psychological flexibility and behavioural commitment via the emotional pressure variable and the social adjustment variable. And the direct and indirect relation via the variable emotional pressure of psychological flexibility on emotional engagement, as measured by stress. Methodology To address these questions, we conducted a quantitative study involving a sample of 772 first-year students. Participants completed a self-reported questionnaire assessing their psychological flexibility, well-being, social environment, motivational beliefs, and engagement. Psychological flexibility was measured using validated instruments based on the ACT framework, while well-being and engagement were assessed through widely used metrics in educational psychology. Data analysis relied on structural equation modeling (SEM) to explore the relationships between the variables and to test the hypothesized pathways linking psychological flexibility to academic and personal outcomes. This approach allowed us to capture the complex, multidimensional nature of the transition process and to identify the role of psychological flexibility within the student’s adjustment process. Results and Discussion Our results showed that psychological flexibility plays a significant role in mitigating the challenges of transitioning to higher education. Specifically, students with higher levels of psychological flexibility reported: Reduced emotional distress in higher education (β =−0,41***) Enhanced perceptions of social support (β = -0,19 ***) Increased cognitive engagement (β = 0.22***), and increased behavioural engagement in academic activities through social adjustment (β = 0.08*) (* = p < 0.05, ** = p< 0.01, *** = p < 0.001) These results highlight the unique contribution of psychological flexibility to foster a supportive social environment and to enhance motivational beliefs, both of which are critical for sustained engagement and success. By alleviating emotional pressures, psychological flexibility enables students to direct their attention and efforts toward achieving their academic and personal goals. Moreover, these findings align with emerging evidence suggesting that psychological flexibility could serve as a protective factor against stress and burn-out (Hailikari & al., 2022; Cherry & al., 2021). In the context of higher education, this adaptability is particularly valuable, as it allows students to navigate the complex demands of their academic and social environments while maintaining their well-being. Practical Implications Based on these findings, we propose to integrate psychological flexibility into institutional practices to support first-year students. One promising avenue is the development of a structured intervention module rooted in the ACT framework (Asikainen & Katajavuori, 2021; Hailikari & al., 2022). Such a module could involve targeted exercises to enhance acceptance, cognitive defusion, and values-based action, tailored to the specific challenges faced by students during their transition. Recent work by Asikainen and Katajavuori (2021) provides valuable insights into designing interventions that balance skill development with the promotion of well-being. For example, workshops and peer-led activities could be incorporated into orientation programs to help students build resilience and cultivate a sense of purpose. Conclusion and Future Directions This study contributes to the growing body of literature on the interplay between well-being and academic success, with a particular focus on psychological flexibility as a central mechanism. By addressing the gaps in current research, we aim to provide a more nuanced understanding of the transition to higher education and highlight actionable strategies for fostering resilience among students. Future research should explore the long-term effects of psychological flexibility on academic outcomes and investigate its applicability across diverse cultural and institutional contexts. Expanding these efforts will not only deepen our understanding of this construct but also ensure that interventions are adaptable and impactful for students. References - Asikainen, H., & Katajavuori, N. (2021). Development of a Web-Based Intervention Course to Promote Students’ Well-Being and Studying in Universities: Protocol for 15 an Experimental Study Design. JMIR Research Protocols, 10 (3), e23613. https://doi.org/10.2196/23613 - Cherry, K. M., Hoeven, E. V., Patterson, T. S., & Lumley, M. N. (2021). Defining and measuring "psychological flexibility": A narrative scoping review of diverse flexibility and rigidity constructs and perspectives. Clinical psychology review, 84, 101973. https://doi.org/10.1016/j.cpr.2021.101973 - Conley, C. S., Kirsch, A., Dickson, D. J., & Bryant, F. B. (2014). 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UCLouvainSSH/IPSY - Psychological Sciences Research Institute

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Manzoni, C., De Clercq, M., & Coertjens, L. (2025). Unveiling the Role of Psychological Flexibility During the Transition to Higher Education. EFYE 2025, Leuven. https://hdl.handle.net/2078.5/275433