Prediction of Commitment to Learning Based on Social Anxiety and Fear of Failure Mediated by Cognitive Flexibility

Abstract

Objective: This study aims to examine the predictive relationships between social anxiety, fear of failure, and commitment to learning, with cognitive flexibility as a mediating variable.

Methods and Materials: The research employed a cross-sectional design with a sample of 180 participants selected from Tehran, based on the Morgan and Krejcie table. Participants completed standardized instruments to measure commitment to learning, social anxiety, fear of failure, and cognitive flexibility. Data were analyzed using Pearson correlation and Structural Equation Modeling (SEM) through SPSS-27 and AMOS-21 software. Model fit indices and path coefficients were calculated to evaluate the hypothesized relationships.

Findings: The findings revealed significant negative correlations between commitment to learning and both social anxiety (r = -0.41, p < 0.001) and fear of failure (r = -0.37, p < 0.001). A positive correlation was observed between commitment to learning and cognitive flexibility (r = 0.62, p < 0.001). SEM results confirmed that cognitive flexibility significantly mediated the effects of social anxiety (β = -0.20, p < 0.001) and fear of failure (β = -0.13, p < 0.001) on commitment to learning. Model fit indices indicated a good fit (X²/df = 1.95, RMSEA = 0.046, CFI = 0.96, TLI = 0.95). These findings underscore the critical role of cognitive flexibility in mitigating the negative impacts of psychological barriers on learning commitment.

Conclusion: The study highlights the detrimental effects of social anxiety and fear of failure on commitment to learning and emphasizes the mediating role of cognitive flexibility. Interventions aimed at enhancing cognitive flexibility and reducing psychological stressors are essential for fostering academic motivation and resilience in students.