Wed, Dec 3, 2025
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1- دانشگاه رازی
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Abstract: (81 Views)
Abstract
Introduction: Quality of life, as an important indicator of mental health and overall well-being, has attracted considerable attention from researchers in recent years. This construct encompasses individuals’ evaluations of various life domains, including physical, psychological, social, and environmental aspects, and poses particular challenges among university students due to academic pressures and social transitions. The present study aimed to examine the relationship between executive functions and both quality of life and academic achievement among students, with the mediating role of psychological flexibility.
Method: Within a positivist paradigm, using a quantitative approach and a correlational design based on structural equation modeling, 300 students from Razi University during the 2023–2024 academic year were selected through convenience sampling. The Executive Functions Questionnaire developed by Holst and Thorell (2018), the World Health Organization Quality of Life Questionnaire (WHOQOL-BREF), and the Psychological Flexibility Questionnaire developed by Bond et al. (2011) were employed for data collection. Data were analyzed through structural equation modeling using SPSS-28 and SmartPLS-4 software.
Findings: The results of structural equation modeling indicated significant effects of working memory and inhibitory control on students’ quality of life (P < .01) and academic achievement (P < .01). Moreover, psychological flexibility played a full mediating role in the effect of executive functions on quality of life, and a partial mediating role in the effect of executive functions on academic achievement.
Conclusion: Overall, it can be concluded that the direct and indirect effects of executive functions on students’ quality of life are significantly strengthened by higher levels of psychological flexibility. Psychological flexibility serves as a protective factor between executive functions and quality of life among university students.
Introduction: Quality of life, as an important indicator of mental health and overall well-being, has attracted considerable attention from researchers in recent years. This construct encompasses individuals’ evaluations of various life domains, including physical, psychological, social, and environmental aspects, and poses particular challenges among university students due to academic pressures and social transitions. The present study aimed to examine the relationship between executive functions and both quality of life and academic achievement among students, with the mediating role of psychological flexibility.
Method: Within a positivist paradigm, using a quantitative approach and a correlational design based on structural equation modeling, 300 students from Razi University during the 2023–2024 academic year were selected through convenience sampling. The Executive Functions Questionnaire developed by Holst and Thorell (2018), the World Health Organization Quality of Life Questionnaire (WHOQOL-BREF), and the Psychological Flexibility Questionnaire developed by Bond et al. (2011) were employed for data collection. Data were analyzed through structural equation modeling using SPSS-28 and SmartPLS-4 software.
Findings: The results of structural equation modeling indicated significant effects of working memory and inhibitory control on students’ quality of life (P < .01) and academic achievement (P < .01). Moreover, psychological flexibility played a full mediating role in the effect of executive functions on quality of life, and a partial mediating role in the effect of executive functions on academic achievement.
Conclusion: Overall, it can be concluded that the direct and indirect effects of executive functions on students’ quality of life are significantly strengthened by higher levels of psychological flexibility. Psychological flexibility serves as a protective factor between executive functions and quality of life among university students.
Type of Study: Research |
Received: 2025/09/30 | Accepted: 2025/11/27
Received: 2025/09/30 | Accepted: 2025/11/27
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