Exploring the interplay of stress, fatigue, and empathy: The mediating role of cognitive flexibility in enhancing the well-being of university students in medical and social disciplines

Abstract

This study investigates the interplay between stress, fatigue, and empathy among university students in medical and social disciplines, focusing on the mediating role of cognitive flexibility. University students, particularly those in medical fields, experience significant stress and fatigue, which adversely affect their well-being and academic performance. Empathy, essential in both interpersonal and professional contexts, is negatively impacted by stress and fatigue. Cognitive flexibility, the ability to adapt and manage diverse cognitive demands, is proposed as a key mediator that could alleviate the negative effects of stress and fatigue on empathy. The study involved 1,701 students from the Medical University of [to preserve anonymity, the institution’s name has been omitted] and the University of to preserve anonymity, the institution’s name has been omitted], who completed validated questionnaires measuring perceived stress, fatigue, empathy, and cognitive flexibility. The results indicated that cognitive flexibility was positively related to empathy and negatively related to stress and fatigue. Mediation analyses revealed that cognitive flexibility significantly mediated the relationships between stress and empathy, as well as between fatigue and empathy. These findings suggest that enhancing cognitive flexibility may help students better manage stress and fatigue, thereby maintaining higher levels of empathy. This research contributes to understanding the cognitive and emotional interactions in educational settings and highlights the importance of developing interventions that enhance cognitive flexibility to support student mental health and academic success.