The relationship between core self-evaluation and cognitive failure in Chinese adolescents: the sequential mediating...

The difficulties that cognitive failure can pose for individuals in the conduct of their everyday life have been documented in many studies. However, there is still limited understanding of the factors that influence cognitive failure and the mediating processes involved. This study uses cognitive resource theory to develop a chain mediation model in order to explore the relationship between core self-evaluation (CSE), alexithymia, depression, and cognitive failure.

Chinese middle school students (aged 14-18 years, 15.39 ± 0.58) were recruited as participants, and a total of 1,400 participants completed the Core Self-Evaluation Scale (CSES), Cognitive Failures Scale (CFS), Toronto Alexithymia Scale (TAS-20), and Depression Self-Rating Scale (SDS). SPSS 27.0 was used for common method bias testing, descriptive statistical analysis, correlation analysis, and sequence mediation analysis.

Core self-evaluation (r = -0.52), alexithymia (r = 0.65), and depression (r = 0.57) were significantly correlated with cognitive failure, and core self-evaluation could significantly negatively predict cognitive failure (β = -0.06, p < 0.05). Alexithymia and depression played a partial mediating role between core self-evaluation and cognitive failure (CI = [-0.43, -0.33], effect = -0.38), specifically including three pathways: firstly, the independent mediating role of alexithymia (CI = [-0.28, -0.20], effect = -0.24); secondly, the independent mediating role of depression (CI = [-0.14, -0.07], effect = -0.10); thirdly, the sequential mediating role of alexithymia and depression (CI = [-0.05, -0.02], effect = -0.04).

Core self-evaluation was significantly negatively correlated with cognitive failure. Alexithymia and depression played a partial mediating role between core self-evaluation and cognitive failure. The results indicate that raising core self-evaluation, addressing depression, and reducing alexithymia are crucial for reducing cognitive failure issues among adolescents. Therefore, schools and families can take some measures to provide more positive support for teenagers, help them form positive self-awareness, and reduce the occurrence of negative emotions and cognitive errors.