000161787 001__ 161787
000161787 005__ 20251017144626.0
000161787 0247_ $$2doi$$a10.3390/su17125557
000161787 0248_ $$2sideral$$a144461
000161787 037__ $$aART-2025-144461
000161787 041__ $$aeng
000161787 100__ $$aMursalzade, Goshgar
000161787 245__ $$aFactors Associated with Psychological Flexibility in Higher Education Students: A Systematic Review
000161787 260__ $$c2025
000161787 5060_ $$aAccess copy available to the general public$$fUnrestricted
000161787 5203_ $$aBackground: This systematic review examined factors associated with psychological flexibility in higher education students. Objectives: This study aims to provide a comprehensive understanding of factors associated with psychological flexibility among higher education students. Methods: Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology, a systematic search was conducted in the Web of Science and Scopus databases. Several inclusion criteria were employed in the study, such as sample characteristics and study design. As a synthesis method, the qualitative narrative synthesis method was used. Results: Thirty-one studies were included in the review for detailed analysis. Our findings indicated positive associations between psychological flexibility and numerous variables that enhance the mental health and academic success of university students. In addition, individuals characterized by high psychological flexibility demonstrated better adjustment to university life and experienced higher levels of well-being. In the meantime, some studies found negative associations between psychological flexibility and several variables that hinder student success and negatively impact their mental health. Among them, the screened studies reported COVID-19 burnout, disordered eating cognitions, severity of posttraumatic stress symptoms, anxiety and depressive symptoms, and others. Discussion: Examining psychological flexibility in such a broad review provides insights into this construct and its potential applications in enhancing student success and contributing to economic and social sustainability by reducing dropout rates, lowering the costs of psychological and medical care, and fostering a more resilient human capital. The main limitations in the reviewed articles were the absence of studies employing longitudinal designs, small sample sizes, and the limited investigation of relationships in online and hybrid learning models.
000161787 536__ $$9info:eu-repo/grantAgreement/ES/DGA/S62-23D
000161787 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttps://creativecommons.org/licenses/by/4.0/deed.es
000161787 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000161787 700__ $$0(orcid)0009-0009-9335-1574$$aEscriche-Martínez, Sara$$uUniversidad de Zaragoza
000161787 700__ $$0(orcid)0000-0002-0242-5972$$aValdivia-Salas, Sonsoles$$uUniversidad de Zaragoza
000161787 700__ $$0(orcid)0000-0002-5187-3683$$aJiménez, Teresa I.$$uUniversidad de Zaragoza
000161787 700__ $$0(orcid)0000-0002-9928-7317$$aLópez-Crespo, Ginesa$$uUniversidad de Zaragoza
000161787 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000161787 7102_ $$14009$$2725$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicobiología
000161787 7102_ $$14009$$2680$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Person.Eval.Trat.Psicoló.
000161787 773__ $$g17, 12 (2025), 5557 [23 pp.]$$pSustainability (Basel)$$tSustainability (Switzerland)$$x2071-1050
000161787 8564_ $$s571711$$uhttps://zaguan.unizar.es/record/161787/files/texto_completo.pdf$$yVersión publicada
000161787 8564_ $$s2649507$$uhttps://zaguan.unizar.es/record/161787/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000161787 909CO $$ooai:zaguan.unizar.es:161787$$particulos$$pdriver
000161787 951__ $$a2025-10-17-14:24:03
000161787 980__ $$aARTICLE