The Role of Cognitive Flexibility and Attachment Styles in Predicting Students Academic Performance

Farzin Bagheri Sheykhangafshe¹ Alireza Mohammadi Sangachin Doost² Arash Abbaspour³ Seyyedah Fatemeh Hosseini Shivai⁴

1) Ph.D. student in Psychology, Faculty of Humanities, Tarbiat Modares University, Tehran, Iran
2) M.A in Psychology and Education of Exceptional Children, Faculty of Literature and Human Sciences, University of Guilan, Rasht, Iran.
3) M.A in Psychology and education of exceptional children, Isfahan University, Isfahan, Iran
4) M.A student in general psychology, Islamic Azad University, Rasht Branch, Rasht, Iran

IOI Code : XEEG-HBAGD
Publication : First National Congress of Neuroscience and Psychology Studies(cnps.ir)
Abstract :
    The present study was conducted with the aim of investigating the role of cognitive flexibility and attachment styles in predicting the academic performance of students in Rasht city. The current research is descriptive and correlational. The statistical population of this research was the students of the first secondary school in Rasht city in the academic year of 2021-2022, out of which 260 students were selected as available. To collect data, academic performance scale, cognitive flexibility and attachment styles were used and analyzed with SPSS-24 software. Research data were analyzed by Pearson correlation coefficient and multiple regression analysis. The research results showed that cognitive flexibility and attachment styles have a significant relationship with academic performance (P<0.01). The beta coefficients of predictor variables showed that cognitive flexibility and attachment styles can significantly predict the criterion variable, i.e. academic performance (P<0.05). Also, the obtained results showed that cognitive flexibility and attachment styles predict a significant amount of variance in academic performance.

Keywords : cognitive flexibility attachment styles academic performance students