A Study on the relationship of Decision-Making Ability and Thinking Style on Academic Adjustment of Higher Secondary Students

Abstract

Background: The transition to higher secondary education is a pivotal phase requiring significant academic adjustment. This adjustment is influenced by factors like decision-making ability and thinking styles. Decision-making ability refers to the capacity to make effective choices (Halpern, 2014), while thinking styles, as described by Sternberg (1997), are individuals preferred ways of processing information and solving problems. Both factors play a key role in student’s adaptability and academic success. Understanding the relationship between these variables is crucial in addressing the growing pressures in higher education. This study explores their interaction, offering insights for educators and policymakers to support student’s academic adjustment and resilience.

Methodology: Stratified random technique was used in the study and the sample consists of 100 students form Chennai district. The investigation of data was analysed with regression analysis.

Findings: The study found that there was a positive significant relationship between decision making ability and thinking style on academic adjustment of higher secondary students.