Keywords
negative emotions
cognitive flexibility
mental health
college students
Categories
How to Cite
Abstract
This study focuses on the mediating role of cognitive flexibility in the relationship between positive emotions, negative emotions, and mental health among college students. Using a sample of 676 enrolled students from four four-year universities in Wuhan, Hubei Province, China, data were collected via questionnaire surveys and analyzed using multiple statistical methods including means, standard deviations, t-tests, correlation analysis, and regression analysis. The findings indicate that while no significant gender differences were observed in positive emotions, negative emotions, or mental health among college students, a pronounced gender gap emerged in cognitive flexibility, with males demonstrating significantly higher levels than females. Regarding the influencing mechanisms, positive and negative emotions exert dual pathways on college students' mental health. First, both emotions directly influence mental health. Second, they exert indirect effects through cognitive flexibility. Positive emotions facilitate students' ability to flexibly adjust cognitive frameworks in response to environmental changes, significantly enhancing mental health. Conversely, negative emotions hinder the adaptation of cognitive frameworks to environmental shifts, leading to diminished mental health. This study's findings on the effects of positive emotions, negative emotions, and cognitive flexibility on college students' mental health provide foundational data for developing support programs to enhance student well-being. They also offer valuable references for formulating relevant policies and initiatives, with the potential to play a positive role in future practical applications.
References
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