The aim of the current research was to identify the relationship between cognitive distortion and social self-esteem among the students of Zagazig University. In additional, the aim was to identify the differences in cognitive distortions and social self-esteem according to (gender and class) among the university students. The sample consisted of 390 students with (129 males and 261 females). The average age was 20 years and the standard deviation was 1.67. By using the (T- test), correlation coefficient, and regression analysis, the results showed that there was no statistically significant difference between the mean scores of males and females in both dimensions of cognitive distortion and social self-esteem in the current research sample. There were no statistically significant differences between the average scores of the first and fourth year students in the dimensions of cognitive distortions (Polarized Thinking- Arbitrary inference- hopenessless-Comparisons Unfair), while there were statistically significant differences between the average grades of first and fourth grade students in the dimensions of cognitive distortions - Emotional Logic - Over Generalization- Magnification & Minimization- the total score) for the benefit of students of the first class. There were statistically significant differences between the average grades of first and fourth grade students in social self-esteem for the first-year students. The results of the study also found that there are different levels of dimensions of cognitive distortions. A statistically significant negative relation between social self-esteem and the total degree of cognitive distortions among university students. The social self-esteem of university students can be predicted from the dimensions of their cognitive distortions.