Psychological flexibility as moderator of perceived stress and well-being in flexible learning

¹ Caraga State University, Philippines
² Mindanao State University, Iligan Institute of Technology, Mindanao, Philippines

^* Corresponding author: dqcillo@carsu.edu.ph

Abstract

One of the most significant challenges identified in online learning environments is the impact on students' mental health. This study aims to explore the role of psychological flexibility in mitigating perceived stress and promoting well-being among undergraduate students engaged in flexible learning during the new normal. It hypothesized that psychological flexibility would significantly moderate the relationship between perceived stress and well-being. The research employed moderated hierarchical multiple regression analysis, utilizing data from 1925 participants using stratified convenience sampling with random selection. Participants were Filipinos, 1st–4th year Caraga State University–Main Campus students, enrolled in AY 2022–2023 (2nd semester), aged 18 and above (male and female) who completed an online survey questionnaire. The research employed moderated hierarchical multiple regression analysis. The findings revealed that perceived stress significantly predicted well-being, and subsequent moderation analysis indicated a significant moderating effect of the interaction between perceived stress and psychological flexibility. Both predictor and moderator variables exhibited a medium-size effect. The study establishes that psychological flexibility effectively moderates the relationship between stress and well-being. These results underscore the role of psychological flexibility as a protective factor, wherein an increase in psychological flexibility corresponds to a decrease in the adverse effects of perceived stress on well-being. The study's overall value lies in its potential to inform strategies for preventing mental health challenges among students and guiding the development of psychosocial interventions.