Psychoeducational Programs for Cognitive Flexibility in University Students

The Effect of Life Kinetik-Based Psychoeducation Program on Cognitive Flexibility

The goal of this study was to compare three psychoeducational programs designed to support cognitive flexibility in university students. The study compared a Life Kinetik-based program, a cognitive-behavioral program, an integrated program combining Life Kinetik-based and cognitive-behavioral activities, and a no-intervention control condition.

Eighty university students were assigned in equal numbers to one of the four conditions. The Life Kinetik-based program consisted of 12 weekly 60-minute sessions, while the cognitive-behavioral and integrated programs each consisted of 10 weekly 60-minute sessions. Participants in the no-intervention control condition did not receive a psychoeducational program during the study period. Cognitive flexibility was assessed at baseline, immediately after the intervention period, and six weeks later using the Cognitive Flexibility Scale.

The main question was whether participants in each active intervention condition would report higher cognitive flexibility immediately after the intervention than participants in the no-intervention control condition. A secondary question was whether intervention-control differences would still be observed six weeks later. Comparisons among the three active intervention programs were exploratory.

Inclusion Criteria:

• University student at Karamanoğlu Mehmetbey University.
• Cognitive Flexibility Scale screening score between 44 and 59, inclusive.
• Willingness to participate voluntarily in a group-based psychoeducational program.
• Availability to attend the intervention on the predetermined day and at the predetermined time.
• Provision of informed consent.

Exclusion Criteria:

• Self-reported current psychiatric diagnosis or ongoing psychological treatment.
• Self-reported physical health problem, current injury, orthopedic condition, balance problem, or other condition that would prevent safe participation in the motor-cognitive activities.