Cognitive Flexibility Inventory (CFI) Test

How the Scales are Structured
Who Usually Takes This Test?
See How You Compare
Below is a preview of how scores are typically distributed across each scale.
Example Questions From the Test
- Strongly disagree
- Disagree
- Somewhat disagree
- Not sure
- Somewhat agree
- Agree
- Strongly agree
- Strongly disagree
- Disagree
- Somewhat disagree
- Not sure
- Somewhat agree
- Agree
- Strongly agree
- Strongly disagree
- Disagree
- Somewhat disagree
- Not sure
- Somewhat agree
- Agree
- Strongly agree
Cognitive Flexibility Inventory (CFI) Test - Description and methodology of the test
People who want to understand how they respond when circumstances become complicated may use the Cognitive Flexibility Inventory (CFI) Test as a structured self-reflection exercise. This cognitive flexibility assessment can clarify how readily you evaluate situations, consider more than one response, and retain a sense of agency when stress makes decisions harder. It suits anyone seeking a profile of everyday thinking patterns, not a label for a person.
What This Assessment Explores
The statements examine how you interpret and manage difficult situations, including perspective-taking, decision-making, perceived control, and generating more than one response. This cognitive flexibility questionnaire describes tendencies that can vary with context and stress.
The displayed result is organized into three related scales:
- Control (8-56) shows whether difficult circumstances feel manageable: Low control (8-30), Moderate control (31-46), or High control (47-56).
- Alternatives (12-84) reflects generating different explanations and solutions: Low alternatives (12-57), Moderate alternatives (58-73), or High alternatives (74-84).
- Cognitive Flexibility (20-140) captures shifting mental sets and adapting behavior: Low (20-91), Moderate (92-115), or High (116-140).
Taken together, the profile gives separate information about flexible thinking, alternative generation, and perceived control. It can help you notice habits such as narrowing quickly under pressure or pausing to examine several viewpoints before acting.
Methodology and Scientific Basis
Each statement uses a seven-point agreement format, from strong disagreement to strong agreement. Items address evaluating situations, considering options, taking another person’s perspective, and feeling able to change a difficult circumstance. The format measures self-perceived thinking and coping tendencies, not observed performance.
Conceptually, the cognitive flexibility inventory is consistent with Cognitive Flexibility Inventory (CFI-R; Kurginyan & Osavolyuk, 2018), a Russian version studied psychometrically, and with the original CFI work of Dennis and Vander Wal (2010). Johnco, Wuthrich, and Rapee (2014) add evidence from research on self-report measures of cognitive flexibility. These studies support the construct, but do not establish identical norms or psychometric estimates for this online form.
Scoring presents separate displayed results that correspond to perceived manageability, option generation, and broader adaptation, interpreted through the stated bands. Results are best read as a snapshot of current self-perception rather than a fixed ability. As a cognitive flexibility inventory, it may be affected by mood, recent stress, self-awareness, and socially desirable responding. Consider the pattern across results and the situations behind your answers instead of treating one band as a complete description.
- Kurginyan, S. S., & Osavolyuk, E. Y. (2018). Psychometric Properties of a Russian Version of the Cognitive Flexibility Inventory (CFI-R). Frontiers in Psychology, 9, 845. 10.3389/fpsyg.2018.00845
- Dennis, J. P., & Vander Wal, J. S. (2010). The Cognitive Flexibility Inventory: Instrument Development and Estimates of Reliability and Validity. Cognitive Therapy and Research, 34(3), 241-253. 10.1007/s10608-009-9276-4
- Johnco, C., Wuthrich, V. M., & Rapee, R. M. (2014). Reliability and Validity of Two Self-Report Measures of Cognitive Flexibility. Psychological Assessment, 26(4), 1381-1387. 10.1037/a0038009
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