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Decision-making processes are primarily influenced by three groups of factors: decision characteristics, situational factors, and individual differences. The term "individual differences" encompasses a wide range of variables (Appelt et al., 2011). In recent decades, research has increasingly focused on understanding these individual differences (Berry et al., 2018). Mindfulness, defined as purposeful and non-judgmental awareness in the present moment (Kabat-Zinn, 2019), has emerged as a significant area of study. Conceptualizations of mindfulness posit that it is a metacognitive variable capable of influencing various cognitive processes. Research has identified the metacognitive process of mindfulness as a factor in monitoring and regulating destructive and distracting emotions (Isbel & Summers, 2017). Studies indicate that mindfulness can mitigate automatic and habitual cognitive and emotional responses by fostering unconditional attention and non-judgmental awareness. Decision-making style, a cognitive approach through which individuals process external information to make decisions, raises an important question: How does mindfulness, as a metacognitive monitoring process, influence decision-making styles? It is hypothesized that mindfulness affects not only cognitive aspects but also emotional components crucial for advanced decision-making. The impact of mindfulness on decision-making is such that increased awareness and observation of decision-making processes may enhance decision quality. Mindfulness is characterized as a tool that augments metacognitive insight, enabling individuals to transcend internal and external pressures and gain deeper understanding of their personal desires, needs, and values, thus expanding their range of choices (Sampson et al., 2004). Research suggests that teaching appropriate emotional regulation strategies can improve decision-making styles (Abbariki et al., 2020), and mindfulness techniques have been shown to be effective in enhancing problem-solving skills (Galles et al., 2019).This study aims to explore the relationship between mindfulness and decision-making styles, contributing to the growing body of literature on metacognitive processes and their impact on cognitive and emotional aspects of decision-making.Research hypotheses: The present study investigated the mediating role of cognitive emotion regulation in the relationship between mindfulness and decision-making styles. To address this objective, three hypotheses were formulated:Mindfulness directly predicts decision-making styles.Mindfulness directly predicts various cognitive emotion regulation strategies.Cognitive emotion regulation strategies mediate the relationship between mindfulness and decision-making styles.

This correlational study investigated relationships among variables using structural equation modeling (SEM). The study population comprised students enrolled at Shiraz University during the 2020-2021 academic year. Following Kline's (2016) recommendation of 10-20 participants per model parameter, 302 students (230 females, 72 males) were selected via convenience sampling due to pandemic-related constraints. Descriptive statistics and correlation matrices were analyzed using SPSS-26, while SEM was conducted using AMOS-24 to test the research model and hypotheses.

Structural equation modeling using AMOS software revealed several significant relationships. Mindfulness positively predicted rational decision-making while negatively predicting dependent, avoidant, and immediate decision-making styles. Furthermore, mindfulness positively predicted adaptive cognitive emotion regulation strategies and negatively predicted maladaptive strategies. The analysis of mediating effects showed that adaptive cognitive emotion regulation strategies positively mediated the relationship between mindfulness and rational decision-making style. Conversely, these strategies negatively mediated the relationship between mindfulness and dependent, avoidant, and immediate decision-making styles. Overall, increased use of adaptive cognitive emotion regulation strategies was associated with enhanced rational decision-making and decreased reliance on dependent, avoidant, and immediate decision-making styles.

The findings suggest that training in adaptive cognitive emotion regulation strategies may be an effective approach to promote efficient decision-making styles. This has implications for developing interventions aimed at enhancing decision-making processes. Future research could explore the long-term effects of such training programs and their applicability across different populations and contexts.styles.

Societal realities indicate a decrease in the desire for marriage among students. This decline may be attributed to changes in thinking styles and decision-making processes, which significantly influence youth and communities, particularly in areas such as marriage and youth relationships. This study aims to investigate thinking styles and decision-making in the desire for marriage among students.

The present study is descriptive correlational research. The research population consisted of master's degree students at Islamic Azad University, Shahre Qods Branch, in the academic year 2022-23. A sample of 229 individuals was selected non-randomly, using G*power software, based on availability and purposive sampling. 

Statistical results indicate that among the components of thinking styles, the conservative thinking style (β = 0.044, df = 2.226, P < 0.001) and the elitist thinking style (β = 0.009, df = 2.226, P < 0.001) can predict the desire for marriage. Additionally, among the components of decision-making style, the dependency component (β = 0.001, df = 2.226, P < 0.001) can predict the desire for marriage.

According to the results, young people are more cautious about marriage and the responsibilities of marriage and prefer to proceed according to conservative thinking with current customs and norms; Also, based on the oligarchy's thinking style, they have a challenge in prioritizing the important tasks of life, and apparently this is the reason that they are more interested in stabilizing their job conditions than marriage and partner selection.

Counterfactual thinking is a concept in psychology that involves the human tendency to create possible alternatives to life events that have already occurred- something that is contrary to what actually happened. Counterfactual thinking is, as the term suggests "counter to the facts”. These thoughts consist of the "What if?" and "If only..." scenarios that arise when connsidering how things could have turned out differently. Counterfactual thoughts include things that, in the present, could not happened because they depende on events that did not occur in the past. In other words, counterfactual thinking is a cognitive process that considers alternative possibilities for an event or behavior in the past. Counterfactual thinking has adaptive significance for humans as it allows us to learn from past past negative experiences and to avoid negative outcomes in the future. If individuals can consider another outcome based on a different path, they may choose that path in the future to avoid the undesired outcome. The past cannot be changed, but similar situations may occur in the future, thus we view our counterfactual thoughts as learning experiences. For example, if individuals have a poor job interview and thinks about how it might have been more successful if they had responded more confidently, they are more likely to respond more confidently in their next interview. Similarly, when a car accident occurs a driver might think "if only I had pressed the brake faster". The act of contemplating different outcomes can help trigger memories of past events that were successful, enabling individuals to adjust their behaviors in the future. These thoughts assist in understanding the past and predicting future outcomes. Counterfactual thinking begins with a trigger that initiates the thought process and requires significant cognitive effort as the thinker imagines alternate scenarios. This type of thinking tends to have a strong effect on emotions. Research hypotheses: The current study was conducted with the aim of designing an educational package and assessing the effectiveness of the Instructional Package of Cognitive Emotion Regulation based on Counterfactual Thoughts on DecisionMaking Styles. In line with this goal, the following hypotheses were examined: 1. The educational package possesses the necessary validity to influence counterfactual thoughts. 2. The educational package possesses the necessary validity to influence counterfactual thoughts.

In terms of purpose, this study falls under the category of applied research, and in terms of implementation, it is classified as quasi-experimental. The design used in this study was a pre-post-test design with a control group. The Package of Cognitive Emotion Regulation based on Counterfactual Thoughts was considered the independent variable, while Decision-Making Styles served as the dependent variable. The research population comprised all undergraduate students of Yasuj Farhangian University in the academic year 2022-2023. Two separate classes were selected through available sampling and randomly assigned as the experimental group (15 participants) and the control group (15 participants). Both groups were evaluated with a pre-test. Initially, necessary explanations were provided to the members of both groups regarding how to answer the questions, and informed consent was obtained from them. After conducting the pre-test in both groups, the intervention began. The experimental group received the Package of Cognitive Emotion Regulation based on Counterfactual Thoughts program over 12 sessions, with each session lasting 90 minutes. Following the completion of the 12-session intervention, both the experimental and control groups were evaluated with a posttest in the same manner as the pre-test. MANCOVA was used to test the hypothesis regarding the effectiveness of the Instructional Package of Cognitive Emotion Regulation based on Counterfactual Thoughts on the Decision-Making Styles of Yasuj Farhangian University students. Additionally, ANCOVA was employed to determine the effect of the Instructional Package on different Decision-Making Styles (rational style, dependent style, avoidant style, intuitive style, spontaneous style). To test the hypotheses, SPSS-24 software was utilized.

The results of MANCOVA analysis indicated that the instructional package possess suffecient validity. Furthermore, the instructional package could improve the effective rational style and reduce the avoidant and spontaneous styles.

According to the findings of this study, it can be concluded that cognitive emotion-regulation trainning based on counterfactual thoughts can be used to improve decision-making styles of university students.

The aim of this study was to compare emotional regulation, decision-making styles and cognitive processing in children with oppositional defiant disorder and normal children.

The research method was descriptive causal-comparative. The statistical population included all normal students and children with oppositional defiant disorder in primary school in Minoodasht city in the academic year of 2018-19. Children with oppositional defiant disorder were selected using the cluster random sampling method and normal children with the available method. For data collecting, oppositional defiant disorder rating scale for children, the Grass & John's Emotion Regulation Questionnaire, Scott and Bruce's decision-making styles, and the Schoenberg and Skilder information processing questionnaire were used.

The results of the multivariate analysis of variance showed that the average reappraisal of normal children was higher than that of children with oppositional defiant disorder, and the mean repression of children with oppositional defiant disorder was higher than that of normal children. In avoidant, dependent, and instantaneous decision-making styles, the mean of children with oppositional defiant disorder was higher than in normal children, and the average of normal children in intuitive and logical styles was higher. The mean components of cognitive processing, including critical reading, primary tissue, and the structure of normal children, were higher than those of children with oppositional defiant disorder.

Therefore, it can be concluded that the nature of the disorder in children with oppositional defiant disorder causes them to be weaker in emotional regulation, decision-making styles, and cognitive processing than their normal peers.

The aim of this study was to compare decision-making styles and academic boredom in students with and without special learning disabilities. The statistical population of this study included all male students enrolled in the Learning Disabilities Center of Meshginshahr in the academic year of 2019-2020. 30 people were selected by available sampling method and also 30 normal students were selected in a multi-stage cluster and matched with the learning disability group according to the demographic characteristics of age and gender and as a comparison group in Participated in this study. Two groups individually and with the presence of the researcher to decision style questionnaires. Academic boredom responded. The collected data were analyzed using descriptive statistics of mean and standard deviation and multivariate analysis of variance (MANOVA) test. The results showed that students with learning disabilities in the mean scores of rational decision style (F = 9.988), intuitive decision style (F = 6.493), dependent decision style (F = 7.209), decision style Instant withdrawal (F = 10.503) and academic boredom (F = 10.149) are significantly different from the normal group. According to these results, from a practical point of view, it is recommended to hold training workshops on teaching problem-solving strategies and creating motivation to reduce academic boredom by school counselors and psychologists.

Multiple sclerosis or MS causes a decrease in positive psychological characteristics, and one of the treatment methods to improve psychological characteristics is solution-focused brief psychotherapy. As a result, the present study was conducted with the aim of determine the effect of solution-focused brief psychotherapy on distress tolerance, decision-making styles and social adjustment in M.S patients of Sari city.

The present study was a semi-experimental with pre-test and post-test design with a control group. The research population was M.S patients of member of the Multiple Sclerosis Association of Sari city in 2020 year. Number of 30 people of them were selected by stratified random sampling with using gender ratio and randomly assigned to two experimental and control groups (15 people in each group). The experimental group received 5 sessions of 40 minutes the solution-focused brief psychotherapy and the control group did not receive any training. Data were collected with using the distress tolerance scale (Simons and Gaher, 2005), decision-making styles questionnaire (Scott and Bruce, 1995) and social adjustment questionnaire (Weissman and Bothwell, 1976) and were analyzed by univariate and multivariate analysis of covariance methods in SPSS-19 software.

The results showed that solution-focused brief psychotherapy led to promoted distress tolerance, increased rational decision-making style and decreased intuitive, spontaneous, avoidant and dependent decision-making styles and improved social adjustment in M.S patients (P˂0.01).

The results indicated the effect of solution-focused brief psychotherapy on improving distress tolerance, decision-making styles and social adjustment in M.S patients. Therefore, the use of this treatment method seems necessary to improve psychological characteristics, especially distress tolerance, decision-making styles and social adjustment.

The purpose of this study was to investigate the impact of knowledge management on organizational performance of physical education teachers with the mediating role of Shahin Shahr school principals’ decision making style. This is a descriptive-survey research. The statistical population of the study consisted of all physical education teachers in Shahin Shahr in 1398. Due to the adequacy of the population, the sample size was 150 persons and sampling was done by census method. Data were collected using standard Newman and Conrad Knowledge Management Questionnaire, Hershey and Goldsmith Organizational Performance Questionnaire, and Scott and Bruce Decision Making Styles Questionnaire. Using Cronbach's alpha for knowledge management (0.83), organizational performance (0.87) and general decision making styles (0.91) were obtained. Descriptive and inferential statistics were used for data analysis using Spss version 22 and Amos software. Descriptive statistics (e. g. frequency, percentage, mean and standard deviation) and inferential statistics, i.e. Kolmogorov-Smirnov test, regression coefficient and structural modeling, were used. The results showed that knowledge management had an impact on the organizational performance of male physical education teachers with the mediating role of Shahin Shahr school principals’ decision making style. Knowledge creation, knowledge utilization, knowledge transfer and knowledge retention also influenced the organizational performance of physical education teachers. Knowledge creation, knowledge utilization, knowledge transfer and knowledge retention influenced managers' decision making style. As a result, it can be said that with better implementation of knowledge management by school principals and improvement of decision making styles by principals, the organizational performance of physical education teachers improves.

The purpose of this study was to investigate the relationship between decision making styles and conflict management strategies in the managers of three educational levels in Azna city. The research method was descriptive and correlational. The statistical population of the study consisted of all school principals of Azna city in the three elementary, middle and high schools with 91 principals. Data collection tools included the Scott and Bruce (1995) General Decision Making Questionnaire and the Robbins Conflict Management Strategies Questionnaire (1999). Data analysis was performed using independent groups T-test. SPSS software, descriptive statistics and inferential tests were used to analyze the data according to the type of data and variables. Also, the probability level for the significance of the hypotheses was considered 0.05. The results showed that managers in conflict management use avoidance, solution-oriented strategy and control strategy to manage it, and among the decision-making styles, the highest mean was the dependency style. The rational style has been the least used by managers.

The aim of this study is to investigate on relationship between decision-making styles of managers and creativity and participatory management, in schools of Ghaem shahr city. The research method is a descriptive correlation. The statistical population of the study consists of all school's managers of Ghaemshahr city. The sample size consists of 78 subjects. Research instruments were three questionnaires of decision-making styles of Moghadam zade and Tehrani (1387), Participatory management of Moghimi (1381) and creativity of Sanatizade (1389). For analysis of data, descriptive statistics methods (frequency, percentage, mean, and standard deviation) and statistical illation (correlation coefficient test, t-test, stepwise regression and variance) is used.
The resualts showed that the components of the decision-making styles, Rational and annie components have a significant and positive relationship with creativity.Also Results showed that from the Components of decision-making styles, only intuitive has a significant positive relationship with Participatory management and There is a significant positive relationship between creativity and participatory management. Also Results showed that the components of a rational and Annie were the better predictor for creativity and also intuitive component is the better predictor for participatory management.