In recent years, studies on coping flexibility have increased. Previous studies have indicated that while studying coping flexibility, it is also important to understand the role of cognitive function. Metacognition or attention regulation especially, is a key function underlying coping flexibility. Based on recent studies, I developed an intervention program to improve coping flexibility, and then determined the effects of the program. The program comprised psychoeducation, attention training technique, and homework. Thirty-two Japanese students participated in this intervention study, and were assigned to the intervention group or control group. A two-way repeated design ANOVA revealed that there was no intervention effect on coping flexibility. Multigroup structural equation modeling revealed that orienting attention had significant effect on evaluate coping, which is one aspect of coping flexibility. However, we concluded that the intervention program was not effective in improving coping flexibility. Possible reasons for the program not being effective have been identified. First, the rate of homework completion was low and may have weakened the intervention effect. Second, the study was conducted with university students, and as the depression rate was low, a floor effect might exist. These results show the need to re-examine and re-conduct this program
