The aim of this study is to investigate the role of cognitive flexibility levels and demographics in predicting university students’ psychological resilience. The study sample consisted of university students from various departments and class levels (including the Mathematics, Turkish, Classroom, and English Teaching Departments and Psychological Counseling and Guidance Department) at Gaziantep University. Data was collected using the Cognitive Flexibility Scale, which was developed by Martin and Rubin (1995) and adapted into Turkish by Altunkol (2011), and the Resilience Scale, which was developed by Wagnild and Young (1993) and adapted into Turkish by Terzi (2006). The data was analyzed using a logistic regression analysis. The results of the dual logistic regression analysis conducted on cognitive flexibility and gender, class level, financial status, parents’ educational background and parents’ relationship status variables (variables thought to be influential on university students’ psychological resilience), were statistically significant (X2(7)=56.708, p< 0.01). The model explained 48% of the difference with the R2 coefficient, and classified 81% of the participant into the right categories. Sensitivity was 84.6%, decisiveness was 77%, the positive predictive value was 79.7% and the negative predictive value was 82.4%. The independent variable, cognitive flexibility, was a significant predictor (p<0.01). It was also seen that gender, class level, financial status, parents’ educational background and parents’ relationship status were not predictive in determining students’ psychological resilience. The study findings showed that university students with low cognitive flexibility had low psychological resilience while the ones with high cognitive flexibility had high psychological resilience. In addition, demographic properties were found to not be predictive in students’ psychological resilience groups. In the light of these results and findings, it can be implied that young adults are to gain coping skills to face any challenging life issues they encounter throughout their lives. The study results indicate that cognitive flexibility skills are important. We suggest that the students with low cognitive flexibility skills be detected and receive trainings to reinforce these skills. Therefore, their psychological resilience and well-being can be improved, and problematic behavioral problems can be prevented.