Adolescents’ Social well-being modeling based on solving social problem and cognitive flexibility: The mediating role of emotional self-awareness

doi:10.21203/rs.3.rs-3211102/v1

This research was conducted with the aim of modeling the social well-being of adolescents based on social problem solving and cognitive flexibility, considering the mediating role of emotional self-awareness. The research method of this study is descriptive-correlation; Statistical population of the research consisted of adolescents aged 15 to 18 years studying in high schools in Isfahan in the academic year 2022–2023. In order to determine the sample size, according to Klein (2010) in structural models, a sample size of at least 200 people is defensible. A total of 228 adolescent boys and girls were selected by available sampling method. They responded to Keyes and Magyar-Mae (2003) social well-being questionnaires, D’Zurilla et al. (2002) social problem solving, Riefee et al. (2007) emotional awareness, Dennis and Vander wall (2010) cognitive flexibility questionnaires.

The direction of the data obtained from the questionnaire was analyzed using path analysis technique in structural equations in SPSS-26 and Amos-23 software. The results of direct paths indicated that the regression coefficient of social problem solving to the social well-being of adolescents is significant (P < 0.01), while the direct regression path of cognitive flexibility to social well-being is not significant (P > 0.05).

Also, the results demonstrated that social problem solving (P < 0.05) and cognitive flexibility (P < 0.05) can indirectly influence the social well-being of adolescents through emotional self-awareness. According to the obtained results, it can be concluded that emotional self-awareness can play a mediating role in the relationship between solving social problems and the social well-being of adolescents.

social problem-solving

cognitive flexibility

emotional self-awareness

social well-being

adolescents

Adolescence is a stage in human life that includes the years after the beginning of puberty until the beginning of adulthood (around the ages of 9–19). During this period, the most sensitive experiences of human life occur, including emotional, social, and emotional experiences such as love and friendship, identity formation, education, and employment. (Ghadampour et all.,2019). In addition, adolescence is placed in the framework of unfavorable social conditions, including family and peer pressure, social and cultural norms, and the complex and complicated demands of society and social groups, which leads to the prolongation of adolescence and delays in fulfilling adult duties. The consequences of not paying attention to mental health of adolescents extends to adulthood and disrupts social and psychological well-being (Yousefi Afrasheteh & Hosni, 2022).

Social well-being is defined as the evaluation and recognition of a person's performance in society and the quality of his relationships with other people, relatives and social groups of which they are members of. (Aria Pouran et all.,2020). According to Keyes (1998), social well-being consists of five dimensions of social integration, social participation, social cohesion, social actualization, and social acceptance and it is related to mental health outcomes (González et all.,2021). The importance of social well-being has been mentioned by various authors such as Chen et al. (2018) and Wrigley (2019) as one of the key factors in the academic and career progress of adolescents and also as a structure affecting physical and mental health of students, their academic performance and personal growth. When the individual's social bond with the society is severed, the lack of social well-being will make the individual prone to misbehavior and emotional problems (Sharbatian & Erfanian Ghasab, 2018). Social problem solving is one of the cognitive-behavioral processes which is used for a wide range of normal life problems and behavioral and social disorders (Hosseinzadeh Taqvai, 2019). One of the most efficient definitions of social problem solving was conceptualized by D’Zurilla et all. (1995) is defined as a self-directed cognitive behavioral process through which a person tries to find effective or adaptive ways to deal with different situations. Identify or discover the problem that is encountered in daily life.

In this model, problem solving is defined as a cognitive-emotional-behavioral process that requires discovering a flexible solution to a problem (Khanh, 2021). Adolescence is an important period for the development of age-appropriate social problem-solving abilities. As a social-motor learning skill; Social problem solving is used to find effective solutions to problems confronted by an individual or group in society and includes problem orientation and problem solving styles (For example, avoidant, impulsive, and rational) (Xiong et al., 2021). According to Merrill et al. (2017), insufficient social problem-solving skills leads to more unsuccessful experiences, which can reduce the effectiveness of coping in a challenging situation and ultimately lead to maladjustment.

Another structure that is related to people's well-being is cognitive flexibility, which refers to a person's awareness that there are options and alternatives in any situations (Demirtaş, 2020). This structure is considered as one of the fundamental factors in social interactions as a dynamic process that is responsible for positive adaptation of individuals to the community (Dennis & Vander Wal, 2010). In general, cognitive flexibility refers to a person's ability to properly adjust their behavior according to a changing environment (Lan, 2022). Cognitive flexibility requires planning, organized investigation and the ability to use environmental feedback to change cognitive cues and sets (Shkohi-Yekta et al., 1400). The flexibility of adolescents in the occurrence of emotional reactions and their level of social performance and academic adaptation is very indicative (Mahdavi Neisiani., 2015).

Therefore, flexibility and adaptability are related structures, so that adaptability refers to a group of cognitive and behavioral strategies of an individual used to deal with stressful situations, while flexibility refers to the adaptive results in facing an opposite situation (Ghiyasabadi Farahani & Jafari Harandi, 2019) and it can adapt thinking and behavior of teenagers in response to changes in the environment and enables them to react efficiently and appropriately to pressures, challenges and other emotional and social issues (Shkohi Yekta et al., 1400).

Lack of regulation and awareness of emotions is one of the effective factors in the occurrence of social incompatibility in children and adolescents. So that awareness of emotions is introduced as the first step towards changing emotions and regulating them, and lack of self-awareness is associated with psychological, social, occupational and educational vulnerability (Blackmore and Agllias, 2018).

Emotional self-awareness is one of the aspects of emotional intelligence, which is a multifaceted structure and includes considering self-evaluation, individual experience and personal control (Lambert, 2020). Emotional awareness is considered as a personality trait and a skill that has been stated to play an important role in regulating people's performance and achieving success. Self-awareness is defined as self-reflection, focusing attention on one's personal experience (Ugoani et all., 2015). Rieffe (2009) divided the key concepts of emotional self-awareness into six factors: 1) the ability to differentiate between emotions 2) physical self-awareness 3) linguistic sharing of emotions 4) not hiding emotions 5) paying attention to the emotions of others 6) analyzing emotions. Lack of self-awareness is associated with psychological, social, occupational and educational vulnerability. In this regard, Faali (2017) showed people who have weak self-awareness are not capable of regulating correct behavior and as a result they suffer from failure, behavioral problems and delinquency. People with high emotional self-awareness process answers in a suitable and fast cognitive way and use them in accordance with the environmental changes to achieve well-being. It is necessary to be aware of specific emotions in oneself and others in order to examine the most appropriate reactions in facing issues and adapting to the social environment (Van Rijn et al., 2011).

Examining the research background indicates the relationship between social problem solving and flexibility with different aspects of well-being in people. In this regard, Aburezeq & Kasik (2021) found in a research that there is a significant relationship between social problem solving (and three styles of positive problem orientation; negative problem orientation and impulsive style) with psychological well-being.

Fathi et all., (2021) found that there is a direct relationship between mindfulness and flexibility with problem solving, and the indirect effect of social competence on problem solving, mindfulness on flexibility, and mindfulness on problem solving is significant. Arshi (2020) in a research found that there is a positive and significant relationship between social adjustment and the ability to solve social problems, and self-compassion can positively and significantly predict social adjustment.

Savari (2020) claimed that cognitive flexibility has a positive and significant relationship with psychological well-being. In a research, Albarzi et all., (2018), showed that cognitive flexibility predicts social problem solving, and the mediating role of cognitive flexibility between social skills and the family's emotional atmosphere was confirmed with social problem solving.

According to what was mentioned, these studies show that, so far, there has not been a comprehensive and similar research that examines the structural pattern of social well-being of young people based on social, emotional and cognitive characteristics. Since psychological factors are often powerful predictors for the difference in motivational processes in the sense of social well-being of young people, and there is a close and reciprocal relationship between these variables, therefore, the goal of present study is to model the social well-being of teenagers based on social problem solving and flexibility. Cognitive adaptability was done according to the mediating role of emotional self-awareness.

According to the purpose of the research, the design of the current research was a description in the form of structural equation model and measurement. The statistical population of the research included adolescents aged 15 to 18 years studying in high schools in Isfahan in the academic year 1401–1402. In order to determine the sample size, based on Klein (2010)'s opinion, which claims that in structural models, a sample size of at least 200 people is defensible, by pre-estimating and taking into account the possibility of dropping the sample, 228 people were selected as a sample using available sampling method.

The criteria for entering the research included 1) age group between 15 and 18 years old, 2) studying in the 10th to 12th grade of the second secondary level, 3) no history of hospitalization or taking psychiatric drugs. Also, the criteria for leaving the research was the unwillingness to participate in the research process to complete the research questionnaires. In order to collect data, the questionnaires of social well-being by Keyes & Magyar-Mae (2003), social problem solving by D’Zurilla et al. (2002), emotional awareness by Riefee et al. (2007), cognitive flexibility questionnaire by Dennis & Vander Wall (2010) were used.

Research tool

1. Mental well-being questionnaire: This questionnaire was designed by Keyes and Magyar-Mae in 2003, which includes three dimensions of emotional well-being (12 questions), psychological well-being (18 questions) and social well-being (15 questions). In this research, in order to measure social well-being, 15 questions of social well-being dimension were used in the mental well-being questionnaire.

According to 1 to 7 valuations for the options (disagree very much) to (agree very much) in the social welfare scale, the minimum score equals 15 and the maximum score equals 105. The score between 15 and 30 indicates low social well-being, the score between 30 and 60 indicates medium social well-being, and the score above 60 indicates high social well-being.

This questionnaire was validated by Golestani Bakht (2017) and the correlation coefficient of mental well-being questionnaire with social well-being was equal to 0.76. The differential validity was investigated by implementing the short form (21 questions) of Beck depression questionnaire and social well-being one and the correlation coefficient was reported to be equal to -0.43. In the study of Hemati et all., (2020) the internal consistency coefficient based on Cronbach's alpha for the dimension of social well-being was equal to 0.81.

2. Social problem-solving inventory: Revised social problem-solving questionnaire Short Form (SPSI-R) is a 25-question questionnaire that was created by D’Zurilla et al. in 2002 to measure social problem solving skills. Its subscales (Positive Problem Orientation Scale (PPO), Negative Problem Orientation (NPO), Rational Problem Solving (RPS), Impulsive/Reckless Style, Avoidant Style). The scoring method of the questionnaire is from not at all 1 to very much 5, the minimum possible score in the whole questionnaire will be equal to 25 and the maximum will be 125. Higher scores mean higher ability to solve social problems. Retest reliability for this questionnaire is reported to be between 0.68 and 0.91 and its alpha coefficient is between 0.69 and 0/95. The construct validity of this questionnaire has also been confirmed through using exploratory factor analysis and correlation with other problem-solving scales and overlapping psychological constructs (D’Zurilla et al., 2002). In Iran, Mokhbari et all. (2010), obtained an alpha coefficient of 0.85 for five measured factors and a test-retest reliability coefficient of 0.88 for shortened social problem-solving questionnaire.

3. Cognitive flexibility Inventory (CFI): The cognitive flexibility inventory was created by Dennis & Vander Wall in 2010. This inventory consists of 20 items and is used to evaluate a person's progress in clinical and non-clinical work and to create flexible thinking in the cognitive-behavioral treatment of depression and other mental illnesses. There are three subscales for this questionnaire, which are alternatives, control and other alternatives for human behavior. For each statement of the questionnaire, there is a seven-point Likert rating scale with a value of 1 (completely disagree) to 7 (completely agree). The maximum score in the questionnaire is 140 and the minimum score is 20. Higher score indicates more cognitive flexibility and a lower score near 20 indicates low cognitive flexibility. In the original version, the concurrent validity of this questionnaire with the Beck depression questionnaire was equal to 0.39 and its convergent validity with Martin and Robin's cognitive flexibility scale was 0.75 (Dennis & Wadner, 2010). In Iran, Fazli et al. (2014) reported Cronbach's alpha coefficient of 0.75. Also, in the study by Akbari et al. (2021), the content, form and criterion validity of this questionnaire have been evaluated and Cronbach's alpha value of this questionnaire was estimated to be above 0.7 (Akbari et al., 2021).

4. Emotional Awareness Questionnaire: The emotional awareness questionnaire was developed by Reifee et al. in 2007 based on the emotional deficit scale of Bagby et all. (1994) to measure how children and teenagers feel or perceive their emotions. The scoring of this questionnaire is in the form of a three-choice Likert scale of true, somewhat true, and false, ranging from 1 to 3.

This questionnaire includes 6 subscales related to the ability of distinguishing between emotions with 7 questions, the ability to share emotions with 3 questions, the ability not to hide emotions with 5 questions, physical self-awareness with 5 questions, paying attention to emotions of others with 5 questions and the ability to analyze emotions with 5 questions. The reliability and validity of this questionnaire were investigated by Reifee et al. (2021) on 706 Dutch children and adolescents and the results showed that the reliability of the subscale was between 0.64 and 0.68, and the confirmatory factor analysis confirmed the 6-factor structure of the questionnaire. In Iran, Gholamreza and Saberi (2019) investigated the validity and reliability of this questionnaire and reported Cronbach's alpha of the whole questionnaire as 0.78. Also, in order to check the construct validity of the questionnaire, they used both exploratory and confirmatory factor analysis methods, and the results of both analyzes supported the six-factor structure of the questionnaire.

In the present study, after collecting the data, descriptive and inferential statistics were utilized to analyze the information. The results related to the study of demographic characteristics indicated that 43% (98 people) of the participants in the research were male teenagers and 57% (130 people) were females, and the average and standard deviation of the age for the sample were equal to 16/10 and 1/40, respectively.

Table 1 shows descriptive statistics and matrix of correlation coefficients for research variables. Also, Pearson's correlation coefficient was used to check the relationships between research variables before performing structural equations. The findings of Table 1 showed that the relationship of social well-being with positive problem-solving orientation (r = 0.45), negative problem-solving orientation (r = 0.29), logical problem solving (r = 0.40), impulsive style (r = 0.22), avoidant problem-solving style (r = 0.35), psychological flexibility (r = 0.31) and emotional self-awareness (r = 0.40) were positive and significant at 0.05 and 0.01 levels.

In addition, the correlation coefficient of emotional self-awareness with negative problem-solving orientation (r = 0.15), logical style (r = 0.30), impulsive style (r = 0.20), avoidant problem-solving style (r = 0.18), flexibility psychological adaptability (r = 0.31) was positive and significant at the level of 0.01 (Ρ < 0.01). The proposed model of the research in the form of standard coefficients is presented in Fig. 1. In this model, emotional self-awareness as a mediator, social problem solving and cognitive flexibility as independent variables and social well-being as a dependent variable are given, also regression coefficients are given above the arrows and error values with the symbol ‘e’.

The adjusted modified model of the mediating role of emotional self-awareness in the relationship between social problem solving and cognitive flexibility with social well-being in the form of standardized coefficients

Factors

Mean

Standard Deviation

1

2

3

4

5

6

7

8

1.Positive Problem Orientation

8/82

2/033

1

2. Negative Problem Orientation

11/87

3/00

0/42^**

1

3. Logical Problem Solving

20/96

4/08

0/29^**

0/43^**

1

4. Impulsive Style

12/09

3/15

0/30^**

0/33^**

0/36^**

1

5. Avoidant Style

12/57

2/88

0/33^**

0/52^**

0/32^**

0/28^**

1

6. Cognitive flexibility

100/48

21/57

0/16^*

0/12

0/30^**

-0/08

-0/05

1

7. Emotional Self-Awareness

59/33

6/46

0/08

0/15^*

0/30^**

0/20^**

0/18^**

0/31^**

1

8. Social well-being

68/69

13/86

0/45^**

0/29^**

0/40^**

0/22^**

0/35^**

0/31^**

0/40^**

1

In order to determine whether the adequacy of the correction model is compatible with the data, a combination of comparative fit index, Tucker-Lewis index, incremental fit index, goodness index Goodness of fit index) Normalized goodness of fit index, Adjusted Goodness of Fit Index, Root mean squared error of approximation, and Chi-squared ratio index were used. Its results are presented in Table 2.

Table 2

The indices of fit for the proposed model measurement model
RMSEA	CFI	NFI	IFI		TLI	AGFI	GFI	Indices of fit for measurement model
071/0	85/0	80/0	86/0		86/0	88/0	91/0	Estimated figures
desirable	acceptable	acceptable	acceptable	acceptable		acceptable	desirable	Situation

According to Table 2, the fit indices of the assumed model are acceptable and in a proper situation, which indicates the appropriate fit of the model. The normalized chi-square value (CMIN/DF) is equal to 2.13 and since it is less than 3, it indicates the desirability of the proposed modified model.

Next, in order to investigate the direct and indirect relationships of the research variables, the direct and indirect effect coefficients and the total research variables on each other in the standard mode are presented in Table 3.

Table 3

Total, direct and indirect standardized coefficients of the mediating role of emotional self-awareness in the relationship between social problem solving and cognitive flexibility with social well-being in the form of standardized coefficients
Indirect Effect	Direct Effect	Total Effect	Regression Paths
12/0	^**39/0	^**51/0	Solving the Social Problem -> Social Well-being
16/0	13/0	^**29/0	Flexibility - > Social Well-being
--	^**36/0	^**36/0	Emotional Self-Awareness - > Social Well-being
--	^**33/0	^**33/0	Solving the Social Problem -> Emotional Self-Awareness
--	^**45/0	^**45/0	Flexibility

According to Table 3, the direct paths of social problem solving (β = 0.39, p = 0.01), and emotional self-awareness (β = 0.05, p = 0.36) to social well-being are significant (P < 0.01). The direct paths of social problem solving (β = 0.33) and cognitive flexibility (β = 0.45) to emotional self-awareness are significant at the level of 0.01. Also, the indirect paths of social problem solving and cognitive flexibility to social well-being are equal to 0.12 and 0.16, respectively.

Bootstrap method was used to check the significance of the obtained indirect coefficients, the results of which are presented in Table 4. The results of the bootstrap test in Table 4 showed that the confidence level for the lower and upper limits is 95% and the number of bootstrap resampling equals 2000.

According to the results of Table 4, the indirect paths of social problem solving (β = 0.07, p ≥ 0.001) and cognitive flexibility (β = 0.05, p = 0.7) are significant to social well-being. This means that emotional self-awareness can play a mediating role in the relationship between social problem solving and cognitive flexibility with the social well-being of adolescents.

Table 4

Bootstrap of the mediating path of the mediating variable of communication beliefs
Significance	Upper level	Lower level	Standard-Error	bootstrap	Paths
046/0	27/0	02/0	08/0	12/0	Solving the Social Problem -> Social Well-being
022/0	37/0	06/0	10/0	16/0	Flexibility - > Social Well-being

The present study was conducted with the aim of modeling social well-being of adolescents based on social problem solving and cognitive flexibility, considering the mediating role of emotional self-awareness. The results indicated that among two variables of social problem solving and cognitive flexibility, only social problem solving can directly affect the social well-being of adolescents, but cognitive flexibility indirectly affects social well-being through emotional self-awareness.

Also, emotional self-awareness can play a mediating role in the relationship between solving social problems and the social well-being of adolescents. Findings of this research are consistent with the results of Aburezeq & Kasik (2023), Fathi et al.

In explaining the direct effect of social problem solving and the indirect effect of social problem solving through emotional self-awareness on social well-being, it can be mentioned that social problem solving is a kind of problem solving in real life and a self-directed process that people seek to identify, find and/or create adaptive management solutions for problems they encounter in their daily lives.

To face such situations, people have to find solutions in social context (Aburezeq & Kasik, 2021). According to Karadames (2007), such cognitive and emotional reactions in solving problems; perception of personal characteristics and capabilities includes efficient and effective interaction with environment, connection with society and positive progress through life, which is equivalent to social well-being (Motaghedifard and Tamanaeifar, 1392).

Besides, having sufficient knowledge about emotions, method of controlling and believing in the value of negative emotions according to situations in children and adolescents, helps them in stressful emotional situations; and express their emotions more appropriately (Hashemi et al., 2022). This way, teenagers, due to their ability to pay attention and analyze other people's emotions and get support from others by sharing these emotions; they would be able to find effective responses to challenging social situations and achieve social well-being.

In explaining the indirect effect of cognitive flexibility through emotional self-awareness on social well-being, it can be said that cognitive flexibility can adapt a person's thought and behavior in response to changes in environmental conditions. People who have the ability to think flexibly, use alternative justifications, positively reconstruct their thinking framework, and accept challenging situations or stressful events, and are more emotionally stable than people who are not flexible and will have more awareness (Burton et all,. 2010).

Adolescents who have high self-awareness are honest with themselves and others, and recognize how their emotions affect themselves and their loved ones, and are able to speak accurately and openly about their emotions and the impact they have on others. According to the research of Qorbani et al. (2008), emotional self-awareness plays a significant role in explaining the emotional performance of people, and self-awareness in predicting mental health has incremental validity in comparison with the big five personality factors, and beyond personality factors, it can explain mental health.

People with high flexibility in dealing with realistic issues have the ability to control their behavior and emotions, and this feeling motivates people to establish loving relationships with others. In fact, stressors prevent the correct response to stimuli and cause the appearance of emotional, behavioral or physical symptoms.

These factors can be family problems, work-related problems, and other problems that lead to significant damage in social, emotional, family and work-related functions, therefore, when the stress-causing factor or factors are removed, problems of incompatibility and well-being will also be resolved. People who are confident in their abilities consider problems as challenges. They are confident that they can control threatening situations; such a perception of abilities reduces stress and conflict with social issues and leads to the completion of tasks and responsibilities. One of the limitations of the present study is the implementation of the questionnaire on teenagers in Isfahan, and therefore caution should be considered in generalizing results obtained in other societies and cultures. It is also suggested that the present research be conducted on other educational levels such as teenagers in other cities.

Ethical Approval

This is an observational study. The Islamic Azad University Research Ethics Committee has confirmed that no ethical approval is required. All the subjects have participated in the research with full consent and without coercion.

Competing interests

There is no conflict of interests.

Authors' contributions

Both authors wrote the whole text together.

Funding

no funding received.

Availability of data and materials

All data are available and will be translated and sent if necessary.

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No competing interests reported.

Adolescents’ Social well-being modeling based on solving social problem and cognitive flexibility: The mediating role of emotional self-awareness

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Abstract

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Introduction

Research method

Findings

Discussion

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Additional Declarations

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