Psychological Flexibility as a Core Mechanism of First-Year Students’ Academic Adjustment
(2026) SIG 4 & 11 Conference 2026- Innovation and Reflection in Teacher Education and Higher Education — Location: Helsinki, Finland (10.June.2026)
Files
Présentation SYMPOSIUM EARLI SIG 4 & 11-Manzoni, C., De Clercq, M., & Coertjens L.(2026).pdf
Open Access - Adobe PDF
- 753.64 KB
Details
- Authors
- et. al.
- Abstract
- (en) The transition to university is a critical period often marked by emotional distress and academic difficulties. This presentation investigates the role of psychological flexibility in first-year students’ academic adjustment. Based on 772 students from Belgian universities, structural equation modelling examined the direct and indirect roles of psychological flexibility on self-efficacy, academic pressure, cognitive processing, procrastination, and social integration. Results reveal that psychological flexibility has strong to medium positive link with self-efficacy, social integration, and cognitive processing, and negative effects on procrastination and academic pressure. These findings highlight psychological flexibility as a central psychological resource promoting adaptive adjustment during the transition to higher education. Implications for interventions fostering this skill to enhance student success and well-being are discussed.
- Affiliations
Citations
Manzoni, C., De Clercq, M., Coertjens, L., & et al. (2026, June 10). Psychological Flexibility as a Core Mechanism of First-Year Students’ Academic Adjustment. SIG 4 & 11 Conference 2026- Innovation and Reflection in Teacher Education and Higher Education, Helsinki, Finland. https://hdl.handle.net/2078.5/278615