Content Details | NUML Online Research Repository

Title Predictive Role of Cognitive Functioning and Self-generated Thoughts on Problem Solving and Mental Wellbeing among University Students: A Cross-sectional Study

Author(s) Fatima Syed

Abstract Problem-solving and mental wellbeing have been demonstrated to be vital for students' academic and personal success, yet their cognitive and psychological mechanisms remain underexplored. This study examines the predictive role of cognitive functioning and self-generated thoughts on problem-solving and mental well-being among university students. Specifically, it examines how positive constructive daydreaming, guilt and fear-of-failure-related daydreaming, and poor attentional control impact problem-solving and mental well-being. The study employed a cross-sectional design with a sample of 400 university students, recruited through convenience sampling from various academic institutions. Participants completed standardized self-report measures that assessed the core constructs of the study. Data were collected using the Cognitive Functioning Self-Assessment Scale to measure cognitive functioning, the Short Imaginal Process Inventory (SIPI) to assess self-generated thoughts, the Problem-Solving Inventory to evaluate problem-solving ability, and the Warwick-Edinburgh Mental Wellbeing Scale to assess overall mental wellbeing. Mediation analyses examined the indirect effects of cognitive functioning and self-generated thoughts on problem-solving and mental wellbeing. Results indicate that poor attentional control negatively affects problem-solving, while positive constructive daydreaming enhances cognitive outcomes and adaptive strategies. In contrast, guilt- and fear-of-failure-related daydreaming contributes to psychological distress, impairing problem-solving. These findings highlight the interplay between cognitive processes and self- generated thoughts in academic resilience and well-being. Implications for educational and mental health interventions are discussed, with recommendations for future research on the long-term effects of cognitive and emotional factors on problem-solving.

Type Thesis/Dissertation MS

Faculty Social Sciences

Department Psychology

Language English

Publication Date 2025-06-25

Subject

Publisher

Contributor(s)

Format

Identifier

Source

Relation

Coverage

Rights