The Relationship Between Self-Concept, Self-Differentiation, and Cognitive Flexibility in University Students: A Systematic Review and Meta-Analysis

Quantifying the Role of Self-Coherence as a Latent Predictor of Cognitive Adaptability

Resumo

Self-concept, self-differentiation and cognitive flexibility are key to the adjustment of students, but their interaction is poorly synthesized and the considerable conceptual overlap between self-concept and self-differentiation is not addressed. The aim of this study was to (1) quantify the association between these constructs through meta-analysis and (2) propose and empirically test a self-consistency model to resolve their statistical and conceptual interdependencies. Following the PRISMA 2020 guidelines, we systematically searched PsycINFO, Scopus, PubMed, and the Science Web site for studies that reported correlations between these constructs in undergraduate students. For the meta-analysis, a random effect model was used, and heterogeneity was assessed by means of the I² statistic. Of the 450 records, 15 studies were included (N=5,842). The pooled correlation between self-reported self-esteem and cognitive flexibility was r = 0.35, 95 percent confidence interval [0.26 to 0.44], p< .001. The association between self-reported differentiation and cognitive flexibility was r = 0.28, 95 percent confidence interval [0.19 to 0.37], p< .001. Critically, a very strong correlation between self-reported self-concept and self-reported self-differentiation was found (r = 0.76, 95 percent confidence interval [0.68, 0.82], p< .001), which indicates a significant overlap. These findings support a strong network of positive associations. The high correlation between self-concept and self-differentiation provides empirical support for the self-consistency model, according to which a unified self-image is the basis for cognitive adaptation. This model offers a more theoretical and statistical framework for understanding the psychological health of students.