This research investigated the relationship between cognitive flexibility and openness to change and their effects on academic performance among college students at National Taiwan University in Taipei, Taiwan. Using a quantitative purposeful sampling strategy, data were collected in classroom settings from 770 undergraduate voluntary participants. Data were gathered by means of modified versions of the Cognitive Flexibility Scale and the Inventory of Change in Organizational Culture (with modifications renamed Openness to Change Inventory, which measured openness to change) with subscales--affective, cognitive and behavioral. Correlative and regression analyses indicated a positive relationship between cognitive flexibility and openness to change and between cognitive flexibility and academic performance. However, among the same sample population, a negative correlation existed between openness to change and academic performance. Through the lens of the subscale factors of openness to change, each of the factors--affective, cognitive, and behavioral--positively correlated with one another, respectively. In addition, though findings demonstrated that cognitive openness to change had a negative impact on academic performance, the differences between affective/behavioral openness to change and academic performance were not statistically significant. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]