The relationship between self-regulation, cognitive flexibility, and resilience among students: a structural equation modeling.

BACKGROUND: Cognitive flexibility is an important construct that contributes to one's own thoughts, behaviors, and feelings to achieve his or her goals. Thus, it could play an essential role in students' educational achievements. This study aimed to investigate the mediating role of cognitive flexibility in the relationship between self-regulation and resilience among students. METHOD: This was a cross-sectional study conducted on a sample of students during the 2022 and 2023 academic years. Students were selected from Tehran and Karaj universities (two metropolitans in central Iran). Data collection instruments included the Bouffard's Self-Regulation Scale, the Cognitive Flexibility Inventory (CFI), and the Connor-Davidson Resilience Scale (CD-RSC). Subsequently, the data were analyzed using structural equation modeling via SPSS and AMOS software to examine the relationships among variables. RESULTS: In all 302 students participated in the study. The mean age of students was 25.8 (SD = 4.05) years. The findings indicated that self-regulation had a marked positive direct effect on cognitive flexibility (ß = 0.23, p < 0.001), and resilience (ß = 0.88, t = 19.50, p < 0.001). Similarly, cognitive flexibility displayed a strong positive influence on resilience (ß = 0.1, p < 0.001) it showed an indirect mediating role between self-regulation and resilience (0.02), while resilience demonstrated a negative indirect effect on self-regulation and cognitive flexibility (-0.23). The goodness of fit indices validated the proposed model. Furthermore, the analysis revealed the significance of the final model's direct path coefficients, underscoring the mediating role of cognitive flexibility between self-regulation and resilience among students. CONCLUSION: The findings indicated a pivotal interrelationship among self-regulation, cognitive flexibility, and resilience in students. The significant positive relationship among these constructs underscores the importance of fostering cognitive flexibility practices and self-regulation in educational settings.

Intradermal Injection of 100mg Tranexamic Acid Versus Topical 4% Hydroquinone for the Treatment of Melasma: A Randomized, Controlled Trial.

Objective: Melasma is an acquired and chronic hyperpigmentation disorder associated with a negative impact on patients' quality of life. This study compares the efficacy of 100mg/mL intradermal TA with 4% topical HQ on female patients presenting with melasma lesions. Methods: In this randomized double-blind controlled trial, 48 women with melasma were allocated into two groups, treated with either 100mg/mL intradermal TA or topical 4% HQ. The MASI (Melasma Area and Severity Index) score was assessed by paired t-tests and repeated measured ANOVAs. The Dynamic Physician General Assessment (PGA) was also performed by taking photographs with a digital camera. Results: The average MASI score for the HQ and TA groups was 7.7 (3.0 SD) and 5.9 (2.5 SD), respectively. In both groups, the MASI decreased significantly after three months of treatment; however, the decrease was not significant between the two groups (P=0.1). All participants developed mild degrees of burning pain in the injection site without serious adverse effects. Limitations: First, we only used the MASI score to measure melasma degree. Second, this is a single-center study with a small sample size. Third, the before-after photos were not taken with a high-quality camera. Conclusion: The results of our study showed that both TA and continuous HQ significantly reduced the MASI score of patients without any significant differences and serious side effects. Although many treatment modalities are available for melasma, this condition is still challenging for dermatologists with a high recurrence rate after treatment.