This study was conducted to determine the relationship between critical thinking and conflict resolution strategies with mental health during puberty in female high school students. The research method is correlational and the sample of this study is 150 female high school students who were selected from two high schools through simple random sampling. The tools used in this study are the California Critical Thinking Skills Questionnaire Form B, the Conflict Resolution Questionnaire (CRQ), and the Mental Health Checklist (MHC). The collected data were processed using Pearson correlation coefficient and stepwise multivariate regression analysis. The calculated determination coefficient (R2) showed that each of the conflict resolution strategies explained part of the mental health during puberty. Thus, the strategy of conflict is natural 14.36%, providing solutions for mutual benefit 68.8%, creating agreements based on mutual benefit 22.6%, paying attention to needs instead of wants 5.07%, clarifying perceptions and perceptions 12.3%, developing and presenting feasible tasks and setting goals step by step until action 87.2%, focusing on the future by learning from the past 45.2%, great consideration and consideration 85.1%, space and situation 62.1%, creating a positive and powerful relationship 50.1%, critical thinking 12.5%, and a total of 86.52% of the common variance of students' mental health have been explained. The results of this study, in convergence with the findings of similar research, showed that the correct use of conflict resolution strategies and critical thinking plays a fundamental and decisive role in ensuring the mental health of female students during puberty.
