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Shahsavan Z, Andalib Kourayem M, SeyedAlinaghi S. Predicting Loneliness Feeling Based on Cognitive Flexibility and Social Isolation Among Students of Azad University, Varamin. CPR 2026; 3 (2) :79-86
URL: http://cpr.mazums.ac.ir/article-1-157-en.html

Background and Objective: Female students, due to exposure to life transitions, as well as academic and social challenges, may be at greater risk of experiencing loneliness. This group may be more vulnerable to social isolation and reduced cognitive flexibility as a result of social and cultural pressures, which can in turn lead to increased feelings of loneliness. The aim of the present study was to examine and determine the role of cognitive flexibility and social isolation in predicting loneliness among female students. This study was designed and conducted using a cross-sectional method with a descriptive–correlational approach.
Materials & Methods: The statistical population consisted of all female students enrolled in the first semester of 2025 at the Islamic Azad University, Varamin-Pishva Branch, of whom 142 participants were selected using convenience sampling and included in the study. The research instruments included the student loneliness feeling scale (SLFS) (1984), the cognitive flexibility questionnaire developed by Dennis and Vander Wal (2010), and the social isolation questionnaire by Chelpy and Amirkafi (2004). Data were analyzed using Pearson correlation coefficients and regression analysis.
Results: The findings indicated a moderate inverse relationship between cognitive flexibility and loneliness among students (r=−0.421, P<0.001), such that individuals with higher levels of cognitive flexibility experienced lower levels of loneliness. In contrast, the relationship between social isolation and loneliness was positive and moderate to strong (r=0.554, P<0.001), indicating that increased social isolation was associated with higher levels of loneliness. In addition, a weak but significant negative relationship was observed between social isolation and cognitive flexibility (r=−0.235, P<0.001). The results of multiple regression analysis showed that social isolation and cognitive flexibility together explained approximately 39.7% of the variance in loneliness (R²=0.397).
Conclusion: The results suggest that increased social isolation among female students intensifies feelings of loneliness, whereas greater psychological (cognitive) flexibility may play a protective role against loneliness. Accordingly, interventions aimed at enhancing adaptive skills and resilience, as well as reducing social isolation, may be effective in alleviating loneliness among these students.