# Psychological Flexibility and Inflexibility of University Students: An In-Depth Qualitative Study

## TL;DR

This study explores how university students in Colombia experience psychological flexibility and inflexibility, highlighting the need for ACT-based interventions to improve mental health.

## Contribution

The study provides culturally relevant insights into psychological flexibility and inflexibility among Latin American university students.

## Key findings

- Participants often struggled with controlling or avoiding distressing emotions, leading to misalignment with personal values.
- Themes revealed an ongoing tension between acceptance and avoidance, and barriers to committed action.
- ACT-based interventions are suggested to foster well-being through acceptance, mindfulness, and values-based behavior.

## Abstract

In the Hexaflex model of Acceptance and Commitment Therapy (ACT), psychological flexibility refers to the ability to openly embrace difficult thoughts and emotions while acting in alignment with personal values. In contrast, psychological inflexibility involves rigid avoidance and control strategies that hinder adaptive functioning. Although previously studied, more culturally relevant evidence is needed to inform interventions that promote well-being and mental health among Latin American students. This study explored manifestations of psychological flexibility and inflexibility in 15 undergraduate students from the University of Magdalena in Colombia (mean age = 20.13 years; 53.33% female) through semi-structured, face-to-face interviews (~45 min each). Data were analyzed using Interpretative Phenomenological Analysis (IPA), focusing on how participants described and made sense of their experiences. A total of 25 emergent themes were identified and grouped into 12 subordinate themes, mapped onto the 6 core ACT processes. The participants reported efforts to control or avoid distressing internal experiences, often resulting in difficulty acting in accordance with their values. The findings highlight a recurring ambivalence between avoidance and acceptance, and barriers to committed action, underscoring the dynamic interplay between flexibility and inflexibility. These results support the relevance of ACT-based interventions, such as structured group sessions that foster acceptance, mindfulness, and values-based behavior. Integrating this training into counseling and academic support services could enhance students’ well-being and performance. Future research should examine these dynamics longitudinally and across diverse contexts.