Examining the relationship between cognitive flexibility and psychological well-being in university students is essential to understanding how individuals respond to the challenges they face in academic and social life. Cognitive flexibility refers to the ability to adapt to different situations, develop alternative ways of thinking, and solve problems. Individuals with this skill can cope more effectively with stressful situations, are more open to learning from mistakes, and are better at maintaining emotional balance. Therefore, during the university period, which often includes academic pressure, social difficulties, and uncertainty about the future, cognitive flexibility is expected to play a protective role.

Psychological well-being involves a sense of meaning, adequacy, and satisfaction with life. For university students, who are in a transitional phase, this concept is closely linked to life satisfaction, self-efficacy, and positive emotions. Individuals with high cognitive flexibility are less affected by negative events and can recover more quickly. This is also related to psychological resilience and directly influences the quality of life. Thus, cognitive flexibility can be considered a supportive variable for psychological well-being and can form the foundation for interventions aimed at enhancing psychological resilience. This relationship can serve as a guide for structuring psychological support programs for university students. Counseling centers can promote academic success and enhance students’ overall well-being through interventions that aim to strengthen cognitive flexibility skills. Additionally, such research contributes to protecting the mental health of young adults and helps society raise healthier and more productive individuals.

The aim of this study is to examine the relationship between cognitive flexibility and psychological well-being among students from various faculties at Istanbul University-Cerrahpaşa during the 2024–2025 academic year. A total of 580 students participated in the study. Pearson correlation analysis and regression analysis were conducted to identify the relationships. To ensure the assumptions of the regression analysis, the robust estimator Newey-West algorithm was applied. Since the p-values of the dimension scores were greater than 0.05, the data were determined to follow a normal distribution. Pearson correlation analysis revealed a significant positive correlation of 52.8% between cognitive flexibility and psychological well-being. The regression analysis showed that cognitive flexibility significantly positively affected psychological well-being (β=0.549, p<0.01).

To strengthen the relationship between cognitive flexibility and psychological well-being among university students, psychoeducational programs, stress management workshops, and emotional awareness activities should be implemented. Structured interventions that help students question their thinking patterns, generate alternative solutions, and cope with uncertainty can be delivered through both individual and group counseling. Additionally, enhancing social support systems within universities can increase students’ sense of belonging and further support their psychological well-being. Mindfulness practices, positive psychology interventions, and self-efficacy-based activities can help students recognize and utilize their internal resources.

Keywords: Cognitive Flexibility, Psychological Well-Being, University Students, Statistical Analysis.