Predicting Decision-Making among Graduate Students in Jordanian Universities through Cognitive Dissonance, Perceived Self-Efficacy, and Thinking Styles

Abstract

This study aims to examine the effect of cognitive dissonance, perceived self-efficacy, and thinking styles on the decision-making ability of graduate students at Jordanian universities. The descriptive correlational predictive method is employed using validated measurement instruments applied to a sample of 383 male and female graduate students enrolled in Jordanian universities. The findings reveal a statistically significant effect of perceived self-efficacy and thinking styles on graduate students’ ability to make various academic and personal decisions related to their university life, whereas cognitive dissonance shows no significant influence on decision-making when perceived self-efficacy and thinking styles are taken into account. The results emphasize the importance of strengthening students’ self-confidence and encouraging diverse thinking styles within higher education environments, as enhancing these psychological and cognitive factors may improve graduate students’ decision-making abilities and reduce the potential impact of cognitive dissonance.