This is a descriptive study conducted to examine whether decision self-esteem and decision-making styles of university students differ according to metacognition, learned resourcefulness, and gender. The study sample consists of a total of 467 university students. The collected data were analyzed by MANOVA-Wilks’ Lambda(λ) Test, Pillai’s Trace Test, t-test and Discriminant Analysis Test. The study results demonstrate that the niversity students with functional metacognition and high learned
*Yıldız Teknik Üniversitesi, Sosyal Bilimler Enstitüsü, Rehberlik ve Psikolojik Danışmanlık Bilim Dalı’nda, Prof. Dr. Fulya YÜKSEL-ŞAHİN ’in danışmanlığında hazırlanan yüksek lisans tez çalışmasının özetidir. ICSER Kongresinde bildiri olarak sunulmuştur.
**Prof. Dr. Fulya YÜKSEL-ŞAHİN, Yıldız Teknik Üniversitesi, Eğitim Fakültesi, Rehberlik ve Psikolojik Danışmanlık AD, firstname.lastname@example.org
***Uzm. Harun ERTURAL, Ahmet Vefikpaşa Ortaokul, İstanbul, email@example.com
resourcefulness have a high levels of self-confident decision making. The university students with functional metacognition and high learned resourcefulness were found to have avoidance, panic, and procrastination decision-making styles which are significantly lower than those of the university students with dysfunctional metacognition and low learned resourcefulness. The study found that female university students have a high levels of panic decision-making style.
Key Words: Metacognition, Learned Resourcefulness, Decision Self-Esteem, Decision-Making Styles, University Students