Volume 24, Issue 5 (8-2025)
JRUMS 2025, 24(5): 422-437 |
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Ethics code: IR.IAU.BA.REC.1402.032
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Bayat Mokhtari L, Mohammadi Ahmadabadi N, Kikha A, Panahi G, Mohammadi Soleimani M, Bameri A et al . Factor Structure and Validation of the Cognitive Flexibility Index among High School Students: A Descriptive Study. JRUMS 2025; 24 (5) :422-437
URL: http://journal.rums.ac.ir/article-1-7645-en.html
URL: http://journal.rums.ac.ir/article-1-7645-en.html
Leila Bayat Mokhtari 
, Naser Mohammadi Ahmadabadi , Alireza Kikha , Gholamhossein Panahi , Mohammadreza Mohammadi Soleimani , Asma Bameri , Mostafa Rahdari
, Naser Mohammadi Ahmadabadi , Alireza Kikha , Gholamhossein Panahi , Mohammadreza Mohammadi Soleimani , Asma Bameri , Mostafa Rahdari
Payame Noor University
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Factor Structure and Validation of the Cognitive Flexibility Index among High School Students: A Descriptive Study
Leila Bayat Mokhtari[1], Naser Mohammadi Ahmadabadi[2], Alireza Keikha[3], Gholamhasan Panahi[4], Mohammadreza Mohammadi Soleimani[5], Asma Bameri[6], Mostafa Rahdari[7]
Received: 01/02/25 Sent for Revision: 01/03/25 Received Revised Manuscript: 31/05/25 Accepted: 02/06/25
Background and Objectives: Cognitive flexibility plays a crucial role in students' learning, stress management, and social interactions. This study aimed to validate its index among high school students.
Materials and Methods: This descriptive study targeted high school students in Shahroud during the 2022–2023 academic year. Using a multi-stage cluster random sampling method, one class from each grade level was selected from 12 schools, and all students in these classes were included in the study. A total of 1,076 valid questionnaires were collected. The cognitive flexibility index (CFI) was assessed through content validity, concurrent validity, structural validity, and reliability using Cronbach’s alpha and lambda coefficients. Data analysis was performed using Pearson’s correlation test, exploratory factor analysis (EFA), and confirmatory factor analysis (CFA).
Results: The CFI showed a content validity ratio above 0.60 for 20 items, and item validity exceeded 0.80. Concurrent validity was confirmed by the significance of the Pearson’s correlation coefficient between the CFI and the Cognitive Flexibility Scale (CFS) (r=0.79, p<0.001). EFA extracted three main factors, explaining 52.70% of the total variance. CFA supported the three-factor model with goodness-of-fit indices such as a root mean square error of approximation (RMSEA) of 0.056. Cronbach’s alpha coefficient was 0.94 for the overall scale and 0.95, 0.95, and 0.77 for the dimensions, respectively.
Conclusion: The results of this study indicate that the CFI among students possesses suitable validity and reliability. Therefore, its application in future research and interventions, alongside other assessment methods, is recommended.
Keywords: Cognition, Psychological, Students, Psychometrics, Iran
Funding: This study did not have any fund.
Conflict of interest: None declared.
Ethical considerations: The Ethics Committee of Azad University of Bandarabbas approved the study (IR.IAU.BA.REC.1402.032).
Authors' contributions:
Conceptualization: Leila Bayat Mokhtari, Naser Mohammadi Ahmadabadi
Methodology: Leila Bayat Mokhtari, Naser Mohammadi Ahmadabadi, Alireza Kikha
Data collection: Alireza Kikha, Asma Bameri, Mostafa Rahdari
Formal analysis: Gholamhasan Panahi, Mohammadreza Mohammadi Soleimani
Supervision: Gholamhasan Panahi, Mohammadreza Mohammadi Soleimani
Project administration: Leila Bayat Mokhtari, Naser Mohammadi Ahmadabadi, Mostafa Rahdari
Writing - original draft: Leila Bayat Mokhtari, Naser Mohammadi Ahmadabadi, Alireza Kikha
Writing - review & editing: Leila Bayat Mokhtari, Naser Mohammadi Ahmadabadi, Alireza Kikha, Gholamhasan Panahi, Mostafa Rahdari
Leila Bayat Mokhtari[1], Naser Mohammadi Ahmadabadi[2], Alireza Keikha[3], Gholamhasan Panahi[4], Mohammadreza Mohammadi Soleimani[5], Asma Bameri[6], Mostafa Rahdari[7]
Received: 01/02/25 Sent for Revision: 01/03/25 Received Revised Manuscript: 31/05/25 Accepted: 02/06/25
Background and Objectives: Cognitive flexibility plays a crucial role in students' learning, stress management, and social interactions. This study aimed to validate its index among high school students.
Materials and Methods: This descriptive study targeted high school students in Shahroud during the 2022–2023 academic year. Using a multi-stage cluster random sampling method, one class from each grade level was selected from 12 schools, and all students in these classes were included in the study. A total of 1,076 valid questionnaires were collected. The cognitive flexibility index (CFI) was assessed through content validity, concurrent validity, structural validity, and reliability using Cronbach’s alpha and lambda coefficients. Data analysis was performed using Pearson’s correlation test, exploratory factor analysis (EFA), and confirmatory factor analysis (CFA).
Results: The CFI showed a content validity ratio above 0.60 for 20 items, and item validity exceeded 0.80. Concurrent validity was confirmed by the significance of the Pearson’s correlation coefficient between the CFI and the Cognitive Flexibility Scale (CFS) (r=0.79, p<0.001). EFA extracted three main factors, explaining 52.70% of the total variance. CFA supported the three-factor model with goodness-of-fit indices such as a root mean square error of approximation (RMSEA) of 0.056. Cronbach’s alpha coefficient was 0.94 for the overall scale and 0.95, 0.95, and 0.77 for the dimensions, respectively.
Conclusion: The results of this study indicate that the CFI among students possesses suitable validity and reliability. Therefore, its application in future research and interventions, alongside other assessment methods, is recommended.
Keywords: Cognition, Psychological, Students, Psychometrics, Iran
Funding: This study did not have any fund.
Conflict of interest: None declared.
Ethical considerations: The Ethics Committee of Azad University of Bandarabbas approved the study (IR.IAU.BA.REC.1402.032).
Authors' contributions:
Conceptualization: Leila Bayat Mokhtari, Naser Mohammadi Ahmadabadi
Methodology: Leila Bayat Mokhtari, Naser Mohammadi Ahmadabadi, Alireza Kikha
Data collection: Alireza Kikha, Asma Bameri, Mostafa Rahdari
Formal analysis: Gholamhasan Panahi, Mohammadreza Mohammadi Soleimani
Supervision: Gholamhasan Panahi, Mohammadreza Mohammadi Soleimani
Project administration: Leila Bayat Mokhtari, Naser Mohammadi Ahmadabadi, Mostafa Rahdari
Writing - original draft: Leila Bayat Mokhtari, Naser Mohammadi Ahmadabadi, Alireza Kikha
Writing - review & editing: Leila Bayat Mokhtari, Naser Mohammadi Ahmadabadi, Alireza Kikha, Gholamhasan Panahi, Mostafa Rahdari
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Citation: Bayat Mokhtari L, Mohammadi Ahmadabadi N, Keikha AR, Panahi Gh, Mohammadi Soleimani MR, Bameri A, Rahdari M. Factor Structure and Validation of the Cognitive Flexibility Index Among High School Students: A Descriptive Stud. J Rafsanjan Univ Med Sci 2025; 24 (5): 422-37. [Farsi]
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[1]- Assistant Prof., Dept. of Psychology, Payame Noor University, Tehran, Iran
[2]- Assistant Prof., Dept. of Educational Sciences and Psychology, Payam Noor University, Tehran, Iran, ORCID: 0009-0006-0518-7873
(Corresponding Author) Tel: (034) 33231738, E-mail: Nasermohamadi89@pnu.ac.ir
(Corresponding Author) Tel: (034) 33231738, E-mail: Nasermohamadi89@pnu.ac.ir
[3]- Assistant Prof., Dept. of Educational Sciences, Farhangian University, P.O.Box 14665-889, Tehran, Iran
[4]- Assistant Prof., Dept. of Educational Sciences, Farhangian University, P.O.Box 14665-889, Tehran, Iran
[5]- Assistant Prof., Dept. of Educational Sciences, Farhangian University, P.O.Box 14665-889, Tehran, Iran
[6]- MA Student in Educational Management, Nusrat Abad Education Department, Zahedan, Iran
[7]- MA in Educational Psychology, Dept. of Educational Sciences, Farhangian University, Tehran, Iran
Type of Study: Research |
Subject:
Statistics& Epidemiology
Received: 2025/01/27 | Accepted: 2025/06/2 | Published: 2025/08/19
Received: 2025/01/27 | Accepted: 2025/06/2 | Published: 2025/08/19
References
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55. Egner T, Siqi-Liu A. Insights into control over cognitive flexibility from studies of task-switching. Curr Opin Behav Sci 2024; 55: 101342.
56. Zheng W, Akaliyski P, Ma C, Xu Y. Cognitive flexibility and academic performance: Individual and cross-national patterns among adolescents in 57 countries. Pers Individ Dif 2024; 217: 112455.
57. Veríssimo C, Pereira L, Fernandes A, Martinho R. Complex problem solving as a source of competitive advantage. J Open Innov Technol Mark Complex 2024; 10(2): 100258.
58. Monazah HS, Mohammadi Soleimani MR, Jahan F. Development of a coping skills educational package and its effectiveness on awareness, attitude, and behavior regarding group conflicts among male adolescents. J Fundam Ment Health 2024; 26(6). [Farsi]
59. Torabi B, Amirfakhraei A, Gazaki PR, Soleimani MRM. Predicting the psychological well-being of working children based on work anxiety, school anxiety and hope for education in Bandar Abbas. Iran J Pediatr Nurs 2023; 9(4): 44-51. [Farsi]
60. Corbo I, Troisi G, Marselli G, Casagrande M. The role of cognitive flexibility on higher level executive functions in mild cognitive impairment and healthy older adults. BMC Psychol 2024; 12(1): 317.
61. Schäfer J, Reuter T, Leuchter M, Karbach J. Executive functions and problem-solving—The contribution of inhibition, working memory, and cognitive flexibility to science problem-solving performance in elementary school students. J Exp Child Psychol 2024; 244: 105962.
62. Lee LY, Healy MP, Fischer NL, Tong K, Chen ASH, Sahakian BJ, et al. Cognitive flexibility training for impact in real-world settings. Curr Opin Behav Sci 2024; 59: 101413.
63. Karakuş İ. University students’ cognitive flexibility and critical thinking dispositions. Front Psychol 2024; 15.
64. Alsaif B, Hassan SN, Alzain MA, Almishaal AA, Zahra A. Cognitive Flexibility's Role in Reducing Academic Stress During the COVID-19 Pandemic. Psychol Res Behav Manag 2024; 17: 457-66.
65. Dennis JP, Vander Wal JS. The Cognitive Flexibility Inventory: Instrument development and estimates of reliability and validity. Cogn Ther Res 2010; 34(3): 241-53.
66. Sanjari S, Soleimani MRM. Validation of the Persian Version of the Engagement in E-Learning Scale in Students of the School of Nursing and Midwifery in Iran. Middle East J Rehabil Health Stud 2024; 10(3): e134881. [Farsi]
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71. Ye M, Saeid M. Mediating Role of Cognitive Flexibilities in the Relationship between Parenting Styles and Self-Esteem among Children. Iran J Psychiatry 2025; 0(0). [Farsi]
72. Nakhostin-Khayyat M, Borjali M, Zeinali M, Fardi D, Montazeri A. The relationship between self-regulation, cognitive flexibility, and resilience among students: a structural equation modeling. BMC Psychol 2024; 12(1): 337.
73. Vaziri C, Ghanbaripanah A, Tajalli P. Modeling the Cognitive Flexibility and Academic Engagement based on Self-Regulation, Psychological Hardiness and Self-Differentiation with Mediation of Family Functioning in High School Students. J Pediatr Perspect 2021; 9(3): 13281-95. [Farsi]
74. Kohandani M, Abolmaali Alhosseini K. Factor Structure and Psychometric Properties of Persian Version of Cognitive Flexibility of Dennis, Vander Wal and Jillon. J Psychol Models Methods 2017; 8(3): 53-70. [Farsi]
75. Shareh H, Farmani A, Soltani E. Investigating the Reliability and Validity of the Cognitive Flexibility Inventory (CFI-I) among Iranian University Students. Pract Clin Psychol 2014; 2(1): 43-50. [Farsi]
76. Orakcı Ş. Exploring the relationships between cognitive flexibility, learner autonomy, and reflective thinking. Think Skills Creat 2021; 41: 100838.
77. Barani H, Mohammadi Soleimani MR, Amirfakhraei A, Wahab Samavi SA. Transcultural adaptation and psychometric evaluation of the online learning self-efficacy scale among high school seniors in Bandar Abbas City. Interdiscip J Virtual Learn Med Sci 2024; 15(1): 62-75. [Farsi]
78. Namjoo Baghini N, Soltani A, Monzari Tavakoli A, Monzari Tavakoli H. Factor structure and validity of the substance use motives measure in students. J Fundam Ment Health 2024; 26(1): 59-70. [Farsi]
79. Torabi B, Amirfakhrae A, Rezaei Gazaki P, Mohammadi Soleimani MR. Investigation of factor structure and validation of Ryff’s Psychological Well-Being Scale in working children in the corona crisis: A descriptive study. J Rafsanjan Univ Med Sci 2022; 21(2): 149-64. [Farsi]
80. Mokkink LB, de Vet H, Diemeer S, Eekhout I. Sample size recommendations for studies on reliability and measurement error: an online application based on simulation studies. Health Serv Outcomes Res Methodol 2023; 23(3): 241-65.
81. White M. Sample size in quantitative instrument validation studies: A systematic review of articles published in Scopus, 2021. Heliyon 2022; 8(12): e12223.
82. Anthoine E, Moret L, Regnault A, Sébille V, Hardouin J-B. Sample size used to validate a scale: a review of publications on newly-developed patient reported outcomes measures. Health Qual Life Outcomes 2014; 12(1): 2.
83. Sanjari S, Kamali A, Amirfakhraei A, Mohammadi Soleimani MR, Afshar EK. Construction and validation of a self-report violence scale in Iranian women. J Fundam Ment Health 2021; 23(3). [Farsi]
84. Carné X, Arnaiz JA, Riba N. 1964–2014: 50 Years of the declaration of Helsinki: a moving framework of the ethical dilemmas in Clinical Research. Clin Ther 2015; 37(8 Suppl): e117.
85. Monazah HS, Soliemani MRM, Jahan F. Investigating the Factor Structure and Validation of the Multidimensional Scale of Acceptance of Collective Violence Among Teenagers: An Exploratory and Confirmatory Factor Analysis. Iran J Psychiatry Behav Sci 2024; 18(2). [Farsi]
86. Martin MM, Rubin RB. A new measure of cognitive flexibility. Psychol Rep 1995; 76(2): 623-6.
87. Deng YQ, Shi G, Zhang B, Zheng X, Liu Y, Zhou C, et al. The effect of mind wandering on cognitive flexibility is mediated by boredom. Acta Psychol (Amst) 2022; 231: 103789.
88. Najafi F, Dastyar V. The Effectiveness of Mindfulness Training on Cognitive Flexibility and Resilience of Students with Visual Impairment in Yasuj City. J Except Child 2022; 21(4): 75-86. [Farsi]
89. DePoy E, Gitlin LN. Chapter 17 - Collecting Data Through Measurement in Experimental-Type Research. In: DePoy E, Gitlin LN, editors. Introduction to Research. 5th ed. St. Louis: Mosby; 2016. p. 227-47.
90. Widaman KF, Helm JL. Exploratory factor analysis and confirmatory factor analysis. In: Cooper H, Camic PM, Long DL, Panter AT, Rindskopf D, Sher KJ, editors. APA Handb Res Methods Psychol: Data Anal Res Publ. 2nd ed. Washington, DC: American Psychological Association; 2023. p. 379-410.
91. Yeganeh H, Dehghani GM, Parvaresh H, Mohammadi SM. Construction and standardization of performance evaluation test of health, safety and environment management systems of industrial sector contractors. J Healthc Manag Res 2021; 12(3): 73-86. [Farsi]
92. Howard MC. A systematic literature review of exploratory factor analyses in management. J Bus Res 2023; 164: 113969.
93. Mokhtari LB, Tavan A, Sanjari S, Soliemani MRM, Salajegheh A. The Impact of Peer Relationships, Moral Development, and Family Relationships on Collective Violence with the Mediating Role of Psychological Security. Middle East J Rehabil Health Stud 2025; 12(1). [Farsi]
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