Exploring the relationship Between Cognitive Distortions and Cognitive Failure in College Students

Objective: This study aims to investigate the relationship between cognitive distortions and cognitive failures among college students. Specifically, it examines the direct relationship between cognitive distortions and cognitive failures and explores the predictive power of various cognitive distortion sub-components in relation to different cognitive failure components. Additionally, the study aims to explore differences in cognitive distortions and cognitive failures based on sex and academic major. Method: Data were collected from a sample of 486 college students (240 males, 246 females) across different academic majors. Structural Equation Modeling (SEM) was used to analyze the direct and indirect relationships between cognitive distortions and cognitive failures, and to identify significant predictors. Differences based on sex and academic major were examined using appropriate statistical methods. Results: The SEM analysis revealed a significant direct effect between cognitive distortions and cognitive failures. Several cognitive distortion sub-components, such as overgeneralization and magnification, were significant predictors of specific cognitive failure components, including memory lapses and attention deficits. The study also found significant differences in cognitive failures across academic majors, with some disciplines exhibiting higher levels of cognitive failures. Conclusion: This study highlights a strong correlation between cognitive distortions and cognitive failures among college students. Cognitive distortions were found to directly influence cognitive failures, with certain sub-components playing a critical role in predicting specific cognitive errors. The findings underscore the importance of addressing cognitive distortions in educational settings, as targeted interventions may help reduce cognitive failures and improve overall academic performance.