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Cited by 16Student Stress and CopingCOVID-19 and Mental HealthEducation during COVID-19 pandemic

The relationship between tolerance for uncertainty and academic adjustment: the mediating role of students’ psychological flexibility during COVID-19

Open access
Daşcı, Esma, Salihoğlu, Kübra, Daşcı, Esra·2023·Frontiers in Psychology
DOI 10.3389/fpsyg.2023.1272205PMC PMC10691738
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Abstract

Introduction: University students are among the groups most adversely affected by COVID-19 in terms of their psychological and academic wellbeing, particularly given the pandemic’s uncertainty. However, little is known about their psychological flexibility to deal with this uncertain nature of pandemic. This study aimed to examine the mediating role of psychological flexibility (PF) in the relationship between university students’ intolerance of uncertainty (IU) and their academic adjustment to the online learning process during COVID-19. Methods: Data was collected from 388 university students from Türkiye (18–34 (Mage = 21.43, SD = 2.04) who completed five questionnaires – Intolerance of Uncertainty Scale, Acceptance and Action Questionnaire II, Academic Self Efficacy Scale, Educational Stress Scale, and Online Self-Regulatory Learning Scale. Additionally, as indicators of students’ academic adjustment, perceived academic performance – ranging 1 to 10, and their last academic grade point average before and during the pandemic were also collected. Results: The results indicated that PF and IU had a significant effect on the academic adjustment of students during the pandemic. PF had a complete mediating role between the IU and academic adjustment. Results also revealed that online self-regulation, a sub-dimension of academic adjustment, did not show a significant relationship with any other variable in the model. Discussion: Research findings showed that psychological flexibility is a very important strength for university students to maintain their academic adjustment in stressful times. The results were discussed in light of the relevant research, and recommendations for further research and implications were provided.

AI snapshot

Written from the paper’s full text.

TL;DR

This study tested whether psychological flexibility mediates the relationship between intolerance of uncertainty and academic adjustment among Turkish university students during COVID-19 online learning. It found that psychological flexibility fully mediated the relationship, while online self-regulation and GPA were not related to academic adjustment in the final model.

Key findings

  • In 384 analyzed students, intolerance of uncertainty and psychological flexibility significantly predicted academic adjustment; psychological flexibility had a complete mediating role between intolerance of uncertainty and academic adjustment. Bootstrap analysis reported the complete mediation as statistically significant (β = 0.012, 90% CI [−0.312, −0.764], as reported).
  • Intolerance of uncertainty correlated negatively with psychological flexibility (β = −0.69, p < 0.001), and psychological flexibility correlated positively with academic adjustment (β = 0.76, p < 0.001).
  • Academic adjustment was predicted by perception of success (β = 0.28, p < 0.001), educational stress (β = −0.69, p < 0.001), and academic self-efficacy (β = 0.35, p < 0.001); GPA and online self-regulatory learning were not related to academic adjustment.
  • Online self-regulation did not show a significant relationship with any other variable in the model; pre-pandemic GPA was positively and highly correlated with pandemic GPA (r = 0.72, p < 0.001).

Methods

  • Relational design using structural equation modeling/path analysis in Amos 21. Data came from 384 analyzed university students in Türkiye (388 collected, 4 excluded as outliers), including 290 female, 92 male, and 2 other students; ages 18–34 (M = 21.43, SD = 2.04); distance education in spring 2020–2021; snowball sampling via online forms.
  • Measures included the Intolerance of Uncertainty Scale (BTS-12), Acceptance and Action Questionnaire-II (AAQ-II) for psychological flexibility, Academic Self-Efficacy Scale, Educational Stress Scale, Online Self-Regulatory Learning Scale, GPA before and during the pandemic, and a single-item perceived success measure (1–10).
  • The model used latent intolerance of uncertainty (anticipatory and preventative anxiety), psychological flexibility, and academic adjustment (educational stress, academic self-efficacy, online self-regulatory learning, GPA, perceived success). After the measurement model, online self-regulatory learning and GPA were removed; final structural model fit after modification was χ2/sd = 4.28, RMSEA = 0.09, CFI = 0.91, GFI = 0.90, AGFI = 0.85, NNFI = 0.89, S-RMR = 0.0593; bootstrap analysis tested mediation.

Limitations

  • Stated: the study was conducted right as the pandemic was just getting started; measures were not entirely updated; limited time meant using measures that best supported the hypotheses at the time.
  • Evident: the cross-sectional relational design cannot establish causal direction; self-report and online data collection may introduce bias; snowball sampling and a predominantly female sample (75.5%) limit generalizability.
  • Evident: the online self-regulation scale was developed before the pandemic and may not capture COVID-19 online self-regulation; GPA and online self-regulatory learning were removed from the final model, and the reported mediation confidence interval is unusual (both bounds negative), so the mediation result should be interpreted cautiously.

Model-written summary. Check it against the paper before relying on it.

Integrity signals

Registry

Crossref · 10.3389/fpsyg.2023.1272205

Cites

77 of 80 references verified0 citation errors · 3 not checkable

Statistics

Claims the paper makes

11 of 26 cited sources checked · 8 supported · 0 flagged · accuracy not yet measured

  • Premisecitation

    Intolerance of uncertainty is a significant risk factor for mental health issues, particularly during periods of actual physical, economic, and social unpredictability.

    “For instance, a recent study showed that intolerance of uncertainty is a significant risk factor for mental health issues, particularly during periods of actual physical, economic, and social unpredictability (Andrews et al., 2023).”
    Quote in the paperSubstantial claim1 of 1 sources checked
    • cites Andrews et al., 2023 source
  • Premisecitation

    Challenges associated with online learning are a substantial hindrance to students' academic adaptation to online learning environments.

    “These challenges associated with online learning are a substantial hindrance to students’ academic adaption to online learning environments (Okan, 2020; Tüzün and Yörük Toraman, 2021; Salas-Pilco et al., 2022).”
    Quote in the paperSubstantial claim2 of 3 sources checked
    • cites Okan, 2020

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites Tüzün and Yörük Toraman, 2021 source
    • cites Salas-Pilco et al., 2022 source
  • Premisecitation

    Psychological flexibility skills can help people cope with stress related to anxiety, depression, and pandemic even during the COVID-19 epidemic period when people's ability to control their environment is at its lowest.

    “According to research, even during the COVID-19 epidemic period, when people’s ability to control their environment is at its lowest, their psychological flexibility skills can help them cope with stress related to anxiety, depression, and pandemic (Pakenham et al., 2020; Smith et al., 2020).”
    Quote in the paperSubstantial claim2 of 2 sources checked
    • cites Pakenham et al., 2020 source

      The Conclusion reports that psychological flexibility mitigated the mental-health effects of COVID-19 and lockdown risk factors, supporting the claim that these skills can help during the pandemic. It does not establish that people’s ability to control their environment was at its lowest, or specifically show that flexibility helped them cope with anxiety- and depression-related stress. (LLM, conf=0.83)

      Experimental — accuracy not yet measured
    • cites Smith et al., 2020 source
  • Findingown data

    Online self-regulation, a sub-dimension of academic adjustment, did not show a significant relationship with any other variable in the model.

    “Results also revealed that online self-regulation, a sub-dimension of academic adjustment, did not show a significant relationship with any other variable in the model.”
    Quote in the paperNot a substantial claim
  • Findingown data

    Intolerance of uncertainty (IU) had a significant effect on university students' academic adjustment during the COVID-19 pandemic.

    “The results indicated that PF and IU had a significant effect on the academic adjustment of students during the pandemic.”
    Quote in the paperSubstantial claim
  • Classified as probably not a substantial claim. 27
  • May combine two claims. 9
  • The quote only partly states this claim. 2

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    The COVID-19 pandemic has a detrimental effect on university students' mental health.

    “Indeed research has indicated that the pandemic has a detrimental effect on university students’ mental health (Wang et al., 2020; Copeland et al., 2021; Gadosey et al., 2022; Birmingham et al., 2023).”
    Quote in the paperNot a substantial claim3 of 3 sources checked
    • cites Wang et al., 2020 source
    • cites Copeland et al., 2021 source
    • cites Gadosey et al., 2022 source

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Interpretationcitation

    The direction of the COVID-19 effect on academic performance is so far inconclusive.

    “Therefore, the direction of the COVID-19 on academic performance is so far inconclusive.”
    Quote in the paperNot a substantial claim1 of 1 sources checked
    • cites Roberts et al., 2023 source

      The Discussion reports that students’ perceived academic experience improved from fall 2020 to spring 2021, but it does not assess academic performance or conclude that the direction of COVID-19’s effect on performance is inconclusive. Searches for academic performance, grades, GPA, and an inconclusive effect found no passage addressing that claim. Page numbers were not available in our copy. (LLM, conf=0.76)

      Experimental — accuracy not yet measured

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    There are a few other constructs related to psychological flexibility in the literature: acceptance, cognitive defusion, flexible present-focused attention, self-as-observer, values, and committed action.

    “Additionally, there are a few other constructs related to psychological flexibility in the literature (acceptance, cognitive defusion, flexible present-focused attention, self-as-observer, values, and committed action), which researchers may use to further explore these characteristics in the context of crises (McCracken and Morley, 2014).”
    Quote in the paperNot a substantial claim1 of 1 sources checked
    • cites McCracken and Morley, 2014 source

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Multiple identities are related to psychological wellbeing and coping mechanisms.

    “There is a growing body of research that has indicated that multiple identities are related to psychological wellbeing and coping mechanisms (Seaton et al., 2010; Settles and Buchanan, 2014; Brown and Moloney, 2019).”
    Quote in the paperNot a substantial claim1 of 3 sources checked
    • cites Seaton et al., 2010 source

      The Abstract (page not provided) reports that combinations of ethnicity, gender, and age moderated the association between perceived discrimination and psychological well-being among Black youth. The Discussion (page not provided) proposes rumination as a possible explanation, but does not establish a relationship between multiple identities and coping mechanisms. (LLM, conf=0.86)

      Experimental — accuracy not yet measured
    • cites Settles and Buchanan, 2014 source
    • cites Brown and Moloney, 2019 source

  • May combine two claims.

    Findingown data

    All factor loads in the measurement model were statistically significant and ranged between 0.27 and 0.97, except for online self-regulatory learning and GPA.

    “It was concluded that all factor loads were statistically significant and ranged between 0.27 and 0.97, except for the observed variable of online self-regulatory learning and GPA in the measurement model.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Interpretationcitation

    The COVID-19 pandemic's move in teaching strategies to the online setting has had an effect on both students' views toward learning more broadly and their capacity to adapt academically.

    “Given all of this data from the research, it is clear that the COVID-19 pandemic’s move in teaching strategies to the online setting has had an effect on both students’ views toward learning more broadly and their capacity to adapt academically.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S2 (checkable).

    Interpretationreasoning

    The findings highlight the need for additional study on young adults' psychological flexibility.

    “The findings highlight the need for additional study on young adults’ psychological flexibility.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: There are few studies on psychological flexibility with young people.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    Students' perceptions of their own success in the online learning environment are negative due to their perceptions of inadequate computer skills and an abundance of homework; they are concerned about what they need to do for their future professional careers.

    “In their study, Aristovnik et al. (2020) found that students’ perceptions of their own success in the online learning environment are negative due to their perceptions of inadequate computer skills and an abundance of homework; they are concerned about what they need to do for their future professional careers.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Aristovnik et al. (2020) source

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductown data

    The initial structural model had goodness of fit values close to acceptable but partially weak.

    “Initial goodness of fit values for the structural model were close to acceptable but partially weak.”
    Quote in the paperNot a substantial claim

  • May combine two claims. The quote only partly states this claim.

    Study design and conductown data

    After adding a modification (covariance between error variances of items 1 and 4 of psychological flexibility), the structural model's goodness of fit values were acceptable and reached perfect fit.

    “With the final analysis, the model’s goodness-of-fit values were acceptable and reached perfect fit.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S2 (checkable).

    Interpretationreasoning

    Psychological flexibility is an essential skill for both prevention and intervention in college students' academic functionality.

    “Given the results of these studies, it is possible to draw the conclusion that psychological flexibility is an essential skill for both prevention and intervention in college students’ academic functionality.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Premisecitation

    University students with a high level of sensitivity to uncertainty exhibit higher levels of anxiety and more avoidant behavior.

    “University students with a high level of sensitivity to uncertainty exhibit higher levels of anxiety and more avoidant behavior as a result of these experiences, according to the study by Buhr and Dugas (2012).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Buhr and Dugas (2012) source

  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

    Premisenone given

    There is limited research on the psychological flexibility and academic adjustment of university students.

    “There is limited research on the psychological flexibility and academic adjustment of university students.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Interpretationown data

    The study's findings are consistent with earlier research and support the idea that psychological flexibility serves a protective role throughout the pandemic period.

    “Our findings are consistent with these earlier research and lend credence to the idea that psychological flexibility serves a protective role throughout the pandemic period.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    A study conducted with Turkish university students indicated that the degree of intolerance for uncertainty was linked to various detrimental effects on mental health, such as depression, anxiety, and stress.

    “For instance, a study conducted with Turkish university students indicated that the degree of intolerance for uncertainty was linked to various detrimental effects on mental health, such as depression, anxiety, and stress (Şentürk and Bakir, 2021).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Şentürk and Bakir, 2021 source

  • Classified as probably not a substantial claim.

    Premisecitation

    The online self-regulation scale used in the study measures the level of individuals' ability to manage processes such as goal setting, environment structuring, time management, and help seeking in online environments.

    “First of all, the online self-regulation scale used in the study measures the level of individuals’ ability to manage processes such as goal setting, environment structuring, time management, and help seeking in online environments (Samsa-Yetik, 2011).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Samsa-Yetik, 2011

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing). May combine two claims. The quote only partly states this claim.

    Interpretationown data

    Intolerance of uncertainty and psychological flexibility provide an important theoretical framework in stressful times.

    “As we found in our study, intolerance of uncertainty and psychological resilience provide an important theoretical framework in stressful times.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

    Premisecitation

    Our various identities combine to produce a unique experience for all.

    “We already know from intersectional studies how our various identities combine to produce a unique experience for all (Crenshaw, 2013).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Crenshaw, 2013

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Classified as probably not a substantial claim.

    Interpretationcitation

    Intolerance of uncertainty may be a significant risk factor for university students' academic wellbeing during the pandemic.

    “This suggests that in order to comprehend the consequences of pandemic on university students’ academic wellbeing, intolerance of uncertainty may potentially be a significant risk factor that needs to be explored.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: It can have a substantial impact on someone's psychological health if they are unable to handle unpredictable situations.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    GPA is frequently employed as a traditional indication of academic adjustment.

    “In fact, GPA is frequently employed as a traditional indication of academic adjustment (van Rooij et al., 2018).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites van Rooij et al., 2018 source

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductreasoning

    The study's measures were not entirely updated.

    “As a result, the study’s measures weren’t entirely updated.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Students with strong academic self-efficacy are better able to manage stress and deal with challenges.

    “Additionally, Bandura (2006) research has demonstrated that students with strong academic self-efficacy are better able to manage stress and deal with challenges.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Bandura (2006)

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductnone given

    Written informed consent to participate in this study was provided by the participants.

    “Written informed consent to participate in this study was provided by the participants.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductnone given

    The studies involving humans were approved by the Ankara University Ethics Committee.

    “The studies involving humans were approved by the Ankara University Ethics Committee.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductnone given

    The study was conducted right as the COVID-19 pandemic was just getting started.

    “It was conducted right as the pandemic was just getting started.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing). May combine two claims.

    Premisecitation

    Everyone has the ability to accomplish goals and adjust to a variety of challenging circumstances.

    “According to positive psychology, everyone has the ability to accomplish goals and adjust to a variety of challenging circumstances (Yates and Masten, 2004).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Yates and Masten, 2004 source

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Academic achievement and academic self-efficacy are positively correlated; as an individual's impression of academic self-efficacy rises, so does his academic success.

    “Academic achievement and academic self-efficacy are positively correlated; as an individual’s impression of academic self-efficacy rises, so does his academic success (Millburg, 2009).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Millburg, 2009

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    Students experienced intense anxiety, boredom and disappointment.

    “Additionally, they stated that they experienced intense anxiety, boredom and disappointment.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Aristovnik et al. (2020) source

  • Probably not a substantial claim: may not pass S2 (checkable).

    Interpretationreasoning

    The findings demonstrate the importance of psychological resilience as a skill for college students in difficult circumstances.

    “The findings of the current study demonstrate the importance of psychological resilience as a skill for college students to have in difficult circumstances.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductnone given

    The studies were conducted in accordance with the local legislation and institutional requirements.

    “The studies were conducted in accordance with the local legislation and institutional requirements.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Social factors like group identification may promote resiliency through higher life satisfaction in the event of an external threat, such as COVID-19.

    “According to research, social factors like group identification may also promote resiliency through higher life satisfaction in the event of an external threat, such as COVID-19 (Pagliaro et al., 2013).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Pagliaro et al., 2013

  • Probably not a substantial claim: may not pass S2 (checkable).

    Interpretationreasoning

    The results indicate the need to investigate strategies for fostering resilience in people who find it difficult to cope with uncertainty.

    “Given that ongoing and potential geopolitical, climatic, and health concerns will probably result in continued exposure to severe uncertainty, the results indicate the need to investigate strategies for fostering resilience in people who find it difficult to cope with uncertainty.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: Ongoing and potential geopolitical, climatic, and health concerns will probably result in continued exposure to severe uncertainty.
32 of 32

  • The paper relies on this without support.

    There is not a lot of study on academic adjustment in online learning contexts.

    “However, there is not a lot of study on academic adjustment in online learning contexts.”

  • The paper relies on this without support.

    There have been no studies done that have examined university students' psychological flexibility and intolerance of uncertainty in COVID-19.

    “To our knowledge, there have been no studies done that have examined university students’ psychological flexibility and intolerance of uncertainty in COVID-19.”

  • The paper relies on this without support.

    It can have a substantial impact on someone's psychological health if they are unable to handle unpredictable situations.

    “It can have a substantial impact on someone’s psychological health if they are unable to handle unpredictable situations.”

  • The paper relies on this without support.

    Psychological flexibility is emphasized in the literature as one of the most important coping mechanisms for dealing with uncertain circumstances.

    “In the literature, psychological flexibility is emphasized as one of the most important coping mechanisms for dealing with uncertain circumstances.”

  • The paper relies on this without support.

    There are few studies on psychological flexibility with young people.

    “Although there are many studies on psychological flexibility with adults, there are still few with young people.”

  • The paper relies on this without support.

    At the time the study was conducted, both students and teachers were unfamiliar with remote learning, and no up-to-date scales were available.

    “However, at the time our study was conducted, both students and teachers were unfamiliar with remote learning, so there were no up-to-date scales available.”

  • The paper relies on this without support.

    Studies done in conventional, face-to-face learning situations have verified the majority of structures of academic adjustment and wellbeing.

    “Studies that were done in conventional, face-to-face learning situations have verified the majority of structures of academic adjustment and wellbeing.”

  • The paper relies on this without support.

    A system’s flexibility is closely correlated with the adaptability of its constituent parts.

    “A system’s flexibility is closely correlated with the adaptability of its constituent parts.”

  • The paper relies on this without support.

    Ongoing and potential geopolitical, climatic, and health concerns will probably result in continued exposure to severe uncertainty.

    “Given that ongoing and potential geopolitical, climatic, and health concerns will probably result in continued exposure to severe uncertainty, the results indicate the need to investigate strategies for fostering resilience in people who find it difficult to cope with uncertainty.”

  • The paper relies on this without support.

    In emergency situations, people’s ability to accomplish goals and adjust to challenging circumstances might not always be present or easy to find.

    “But in emergency situations, they might not always be or be easy to find.”

  • The paper relies on this without support.

    Other significant components of academic adjustment might be more applicable to online learning.

    “Other significant components of academic adjustment might be more applicable to online learning.”
11 of 11

Statistics recomputed

Every reported test result, recomputed from its test statistic and degrees of freedom. A result shows as not adding up only once an independent check has confirmed it.

  • Consistentχ²(14) = 125565reported p < .01 · recomputed p < .001

    “χ2 (14, N = 384) = 125,565, p < .01”

1 of 1

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

Each contradiction between two passages listed here was confirmed by an independent check.

  • Final model fails several criteria in its own fit table

    Major

    The paper says the final fit values were acceptable and reached perfect fit, but Table 3 shows AGFI, RMSEA, S-RMR, and NNFI failing the criteria printed alongside them.

  • Reported indirect effect does not equal the product of its paths

    Major

    The two reported standardized paths through psychological flexibility are −0.69 and 0.76. Their product is −0.5244, not the reported standardized indirect effect of 0.012.

    Reported 0.012 · recomputed -0.5244

  • Online self-regulation has significant correlations in Table 2

    Major

    The text says online self-regulatory learning has no statistically significant relationship with any other variable, but Table 2 marks its correlations with academic self-efficacy and perceived success as significant.

  • Data-collection semester differs

    Minor

    The methods place the participants in the spring semester, while the results describe the research sample as studying in the fall semester of the same academic year.

  • Measurement-model fit is called acceptable despite failing stated criteria

    Minor

    The reported CFI and AGFI are both 0.81, below the paper's stated minimum of 0.90 for each index, yet the text calls the fit values acceptable.

  • Pandemic GPA has significant correlations in Table 2

    Minor

    The same claim that GPA has no significant relationship with any other variable conflicts with Table 2, which marks its correlation with academic self-efficacy as significant. The table also marks its correlation with pre-pandemic GPA as significant.

  • Final AGFI is reported as both 85 and 0.85

    Minor

    The final-model prose gives AGFI as 85, while Table 3 reports 0.85.

  • Percentage for households of eight or more is incorrect

    Minor

    Two out of 384 participants is approximately 0.52%, which rounds to 0.5%, not the reported 0.6%.

    Reported 0.6 · recomputed 0.520833

  • Male participant count differs

    Minor

    The participant description and Table 1 report 92 male students, but the results text says 90.

  • Final S-RMR values differ beyond rounding

    Minor

    The final-model prose reports Standardized RMR as 0.05, but Table 3 gives 0.0593, which rounds to 0.06 at two decimal places.

10 of 10

Cites

Flagged first, then by citations

Research works printed but not linked: 9

  1. Arbuckle, 2011, IBM SPSS Amos 20 user’s guide., 226
  2. Bandura, 2006, Guide for constructing self-efficacy scales., Self-Efficacy Beliefs Adolesc., 5, 307
  3. Hayes, 2011, Acceptance and commitment therapy: The process and practice of mindful change
  4. Kline, 2015, Principles and practices of structural equation modelling
  5. Luoma, 2010, Learning ACT: An acceptance & commitment therapy skills-training manual for therapists., N. Harbin. Publ., 60, 549
  6. Okan, 2020, Pandemi sürecinde yapılan online derslerin verimliliğinin incelenmesi ve yüz yüze yapılan derslerle karşılaştırılmasının yapılması, Uluslararası Covid-19 Kongresi: Eğitimde Yeni Normlar, 23
  7. Richlin-Klonsky, 2003, Sources and levels of stress among UCLA students, Student Affairs Brief., 2, 1
  8. Rios, 2002, Exploring the relationship between the reception of instruction in time-management skills and the levels of academic self-efficacy among at-risk high school students.
  9. Samsa-Yetik, 2011, Çevrimiçi öz düzenleyici öğrenme ortamında farklı denetim odaklarına göre sunulan metabilişsel rehberliğin öğretmen adaylarının öz düzenleme becerilerine ve öz yeterlik algılarına etkisi (Doktora tezi).

Cited by

Still being checked.

Related

Authors
Daşcı, E., Salihoğlu, K., & Daşcı, E.
Affiliations
Istanbul University-Cerrahpaşa (TR)
Venue
Frontiers in Psychology
Publisher
Frontiers Media SA
Published
2023-11-17
Volume
14
Pages
1272205-1272205
ISSN
1664-1078 (ISSN-L)
DOI
10.3389/fpsyg.2023.1272205
PMC
PMC10691738
OpenAlex
W4388796867
Cited by
16
References
80
Citations by year
2026: 7 · 2025: 6 · 2024: 2 · 2023: 1
FWCI
7.66
Type
journal article
Language
en
Open access
Licence
Locations
  • Frontiers in Psychology (publishedVersion, cc-by)
  • PubMed (publishedVersion)
  • PubMed Central (submittedVersion, cc-by)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Funders
Türkiye Bilimsel ve Teknolojik Araştırma Kurumu (2209 - A)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Student Stress and Coping
  • Social Sciences › Psychology › Clinical Psychology › COVID-19 and Mental Health
  • Social Sciences › Education › Education during COVID-19 pandemic
Keywords
intolerance of uncertainty, psychological flexibility, academic adjustment, university students, COVID-19 pandemic, online learning, online self-regulation, academic self-efficacy, academic stress, mediating effect

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Claims read by deepseek-v4.1-flash under definition version 3 (extract-v3) on 2026-10-10.

Classified by jev-1.13-20260917 (gold-guideline-v0.2) on 2026-10-10.

Cited sources are checked by gpt-6-sol.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

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