Adolescence is a period that involves a series of complex life tasks to be accomplished by the individual. It is important to support adolescents who are trying to become a part of the adult world by providing them with the necessary knowledge and skills in this process. Supporting adolescents’ cognitive flexibility may be effective in helping them cope with these complex problems specific to their period. In this context, a two-stage research was conducted to thoroughly examine the cognitive flexibility of adolescents. In the first stage, it was examined whether optimism, self-compassion and psychological well-being played a mediator role in the relationship between adolescents’ perfectionism and cognitive flexibility. In the second stage of the study, it was investigated whether the cognitive flexibility psycho-education program based on optimism, self-compassion and psychological well-being was effective on the cognitive flexibility of adolescents. The first stage of the study was conducted with a predictive correlational model, and the second stage was conducted with a pretest–posttest control group model. During the first stage of the study, it was found that self-compassion and psychological well-being acted as mediators in the relationship between perfectionism and cognitive flexibility. However, optimism was not found to play such role. As a result of the experimental application, which is the second stage in the study, the cognitive flexibility psycho-education program applied was found to be effective in increasing the cognitive flexibility of adolescents. The findings were discussed in the light of the literature and suggestions were made for researchers and practitioners.

青春期是一个涉及个人要完成的一系列复杂生活任务的时期。重要的是要支持那些试图成为成人世界一部分的青少年，为他们提供在此过程中必要的知识和技能。支持青少年的认知灵活性可能有效帮助他们应对特定时期的这些复杂问题。在此背景下，进行了一项两阶段的研究，以彻底检查青少年的认知灵活性。第一阶段考察乐观、自我慈悲和心理健康是否在青少年完美主义和认知灵活性的关系中发挥中介作用。在研究的第二阶段，调查基于乐观、自我慈悲和心理健康的认知灵活性心理教育计划是否对青少年的认知灵活性有效。研究的第一阶段采用预测相关模型进行，第二阶段采用前测后测对照组模型进行。在研究的第一阶段，发现自我慈悲和心理健康在完美主义和认知灵活性之间的关系中起着中介作用。然而，乐观情绪并没有发挥这样的作用。研究第二阶段的实验应用结果表明，所应用的认知灵活性心理教育计划可有效提高青少年的认知灵活性。根据文献对研究结果进行了讨论，并向研究人员和从业者提出了建议。