The research aims to study cognitive flexibility and self-determination among normal students and those with learning difficulties, and to study the relationship between cognitive flexibility and self-determination in the research group. The final sample consisted of (50) students with learning difficulties and (200) ordinary students, and my scale was applied Cognitive flexibility and self-determination on them, and by using the arithmetic mean, test (T) and the correlation coefficient of Pearson, the research resulted in a set of results, including: There are statistical significant differences in cognitive flexibility between normal students and those with learning difficulties in favor of normal students, There is a high level of cognitive flexibility among normal students, but a low level among students with learning difficulties. And there is a high level of self-determination among the ordinary students, but a medium level among students with learning difficulties,There is also no statistically significant relationship between cognitive flexibility as a total score and self-determination as a total score for normal students and students with learning difficulties, while there is a positive statistically significant relationship at the level (0.01) between the third dimension of cognitive flexibility (the ability to generate multiple alternative solutions to difficult situations) and the total degree of self-determination., as well as between cognitive flexibility and the dimensions of empowerment and independence at the level of significance (0.05), as well as the existence of a relationship between the total degree of cognitive flexibility and psychological empowerment at the level of significance (0.05) among ordinary students.