Exploring Mindfulness: Impact of Cognitive Flexibility on Stress Perception and Behavioral Intentions among Individuals

Vimala Venugopal Muthuswamy

King Faisal University, Al-Ahsa 31982, Saudi Arabia.

Akbar Shodiyev

Termez University of Economics and Service, Uzbekistan.

Abstract

This research examines the dynamic interactions between cognitive flexibility, mindfulness, perceived stress, behavioral intentions, and performance expectancy in the higher education setting. More precisely, it examines if cognitive flexibility and mindfulness serve as psychological resources that decrease perceived stress, subsequently leading to stronger behavioral intentions and performance expectancy. The study also hypothesizes that perceived stress mediates the relationship between mindfulness and behavior outcomes, emphasizing its position as a central mechanism influencing students' academic adaptation. A quantitative method was used, whereby survey data were gathered from 332 university students studying in various academic programs. Structural Equation Modeling (SEM) was utilized through the use of Stata to examine direct and indirect effects between the study variables. The hypothesized model was estimated to confirm the presumed association and mediation pathways. The results indicate that cognitive flexibility positively impacts perceived stress and behavioral intentions, while mindfulness strongly reduces perceived stress. In return, lower perceived stress enhances behavioral intentions, thereby confirming its mediating position. The results also capture importance of performance expectancy moderation; and mindfulness as an essential predictor of academic adaptability, both directly and indirectly through stress regulation. Through the integration of cognitive flexibility, mindfulness, and perceived stress into one explanatory model, the present study creates theoretical insight into how psychological characteristics find expression as behavioral and performance-based indicators in students. The findings have practical relevance for education settings desiring to create interventions and support processes that maximize learner well-being, resilience, and academic achievement.

Cognitive flexibility, Mindfulness, Perceived stress, Behavioral intentions, Performance expectancy.