Cognitive Processes Research Articles

Consistent activation differences versus differences in consistent activation: Evaluating meta-analytic contrasts

Abstract Meta-analytic contrasts are a promising aspect of coordinate-based meta-analyses in neuroimaging research as they facilitate the statistical comparison of two meta-analytic results. They have been used for a multitude of comparisons, such as task conditions, cognitive processes, and groups. However, it remains to be tested how the results of meta-analytic contrasts relate to those of classic meta-analyses and vice versa. Here we present a comprehensive empirical investigation of this issue using four datasets from three different cognitive domains: working memory, working memory load, cognitive interference processing, and emotional face processing. For all four datasets, we compared the results of a standard meta-analysis across prototypical contrasts (condition A > condition B) reported in individual experiments with those of a contrast between two individual meta-analyses of the same conditions (meta-analysis condition A > meta-analysis condition B). In the meta-analytic contrasts similar brain regions as in the standard meta-analysis were found but with relatively distinct spatial activation patterns. Additionally, fewer regions were revealed in the meta-analytic contrasts, especially in areas where the conditions spatially overlapped. This can be ascribed to the loss of information on the strength of activations in meta-analytic contrasts, across which standard meta-analysis summarize. In one dataset, additional regions were found in the meta-analytic contrast, potentially due to task effects. Our results demonstrate that meta-analytic contrasts can yield similar results to standard meta-analyses but are sparser. This confirms the overall validity, but also limited ability to capture all regions found in standard meta-analyses. Notable differences observed in some cases indicate that such contrasts cannot be taken as an easy substitute for classic meta-analyses of experiment-level contrasts, warranting further research into the boundary conditions for agreement.

Developing a compassionate university: Insights from a longitudinal process evaluation

Compassionate communities are gaining momentum as a new public health approach emphasizing community support during times of serious illness, death, and bereavement. However, evidence on their development, particularly in higher education, is limited. This study investigates the development of a Compassionate University, examining the underlying processes and contextual factors shaping its development. A longitudinal process evaluation was conducted, using field notes right-now surveys, individual interviews, focus groups, and strategic learning debriefs. Factors that facilitated the development process included leadership support, the establishment of the Compassionate Schools Learning Network, and alignment with existing university programs. Barriers were the lack of guiding examples, the fragmented university environment, resource constraints, and limited prioritization. Cognitive and social processes that supported the work involved recognizing the value of Compassionate University and adapting implementation strategies based on empirical feedback. However, challenges such as building coherence, engaging stakeholders, and assessing the work hampered the development process.

To “write as a woman who has forgotten that she is a woman”: Virginia Woolf’s embodied feminine aesthetics in A Room of One’s Own

ABSTRACT Virginia Woolf's exploration of feminine aesthetics in A Room of One’s Own (1929) involves understanding the role of the female body and embodied cognitive processes. I argue that Woolf’s aesthetic moments are activated and shaped by the body’s embodied cognitive processing, which reveals nonconscious feelings of sexual difference. Through embodied cognitive aesthetics, Woolf creates spaces that reveal nonconscious feminine moments of being. Far from a universal feminine ideal, A Room offers methods for examining aesthetics through embodiment, which means the aesthetics change based upon the body having the experience; furthermore, through somatic and kinesthetic imagination, those experiences may be (partially) shared with other bodies. The link between movement and imagination allows writers to express embodied image schemas, which can be experienced by the reader as well. Through embodied cognitive aesthetics, Woolf bypasses linear thinking, repairs mind/body division, and recuperates feminine sexual differences, facilitating the expression and sharing of diverse experiences.

Enhancing legal writing skills: The impact of formative feedback in a hybrid intelligence learning environment

AbstractRecent developments in artificial intelligence (AI) have significantly influenced educational technologies, reshaping the teaching and learning landscape. However, the notion of fully automating the teaching process remains contentious. This paper explores the concept of hybrid intelligence (HI), which emphasizes the synergistic collaboration between AI and humans to optimize learning outcomes. Despite the potential of AI‐enhanced learning systems, their application in a human‐AI collaboration system often fails to meet anticipated standards, and there needs to be more empirical evidence showcasing their effectiveness. To address this gap, this study investigates whether formative feedback in an HI learning environment helps law students learn from their errors and write more structured and persuasive legal texts. We conducted a field experiment in a law course to analyse the impact of formative feedback on the exam results of 43 law students, as well as on the writer (students), the writing product and the writing process. In the control group, students received feedback conforming to the legal common practice, where they solved legal problems and subsequently received general feedback from a lecturer based on a sample solution. Students in the treatment group were provided with formative feedback that specifically targeted their individual errors, thereby stimulating internal cognitive processes within the students. Our investigation revealed that participants who were provided with formative feedback rooted in their errors within structured and persuasive legal writing outperformed the control group in producing qualitative, better legal text during an exam. Furthermore, the analysed qualitative student statements also suggest that formative feedback promotes students' self‐efficacy and self‐regulated learning. Our findings indicate that integrating formative feedback rooted in individual errors enhances students' legal writing skills. This underscores the hybrid nature of AI, empowering students to identify their errors and improve in a more self‐regulated manner. Practitioner notesWhat is already known about this topic Collaboration between humans and AI in educational settings advances learning mutually, fostering a unified developmental process. Collaborative education models advocate leveraging human and AI strengths for adaptive learning. Despite abundant theoretical research, empirical studies in HI remain limited. This gap underscores the need for more evidence‐based approaches in integrating AI into educational settings. What this paper adds Field experiment investigating the impact of formative feedback in a hybrid intelligence learning environment based on the theory of learning from errors. Comparison of a traditional legal learning environment (lecturer teaching using sample solutions) versus formative feedback in a hybrid intelligence learning environment. Implementing formative machine learning‐based feedback supports law students in producing more structured and persuasive legal texts, leading to enhanced exam performance and higher grades. Implications for practice and/or policy Our research contributes significantly to computer‐based education by presenting empirical evidence of how formative writing feedback impacts students' legal knowledge and skills in educational settings. This underscores the importance of incorporating empirical data into the development of AI‐based educational tools to ensure their effectiveness. By focusing on individual errors corrected by formative feedback, we contribute to the learning from errors literature stream. This perspective offers valuable insights into how such feedback can support students' writing and learning processes, filling a gap in empirical evidence. Our findings demonstrate the potential impact of ML‐based learning systems, particularly in large‐scale learning environments like legal mass lectures. Formative writing feedback emerges as a scalable and beneficial addition to traditional learning environments, triggering internal learning processes, fostering self‐regulated learning and increasing self‐efficacy among students. By demonstrating the effectiveness of formative feedback within the framework of HI, particularly in legal education, our research underscores the potential of combining human understanding with AI‐supported feedback to enhance learning outcomes.

Piloting the Coffs Harbour Executive Functioning Screen (CHEFS): An off-road tool to predict fitness to drive

Mental processes responsible for goal-oriented behavior – executive functioning (EF) – include working memory, flexible thinking, and cognitive control. A reliable and valid assessment of EF can inform appropriate interventions and decisions to drive. We investigated the feasibility and validity of a short, iPad-administered EF screening tool in a non-clinical sample: the Coffs Harbour Executive Functioning Screen (CHEFS). Participants (N = 55) completed the CHEFS alongside a neuropsychological assessment of EF used to assess fitness to drive. Discriminant function analysis (DFA) showed that the CHEFS correctly classified 87% of participants to normative clinical ranges on the Verbal Fluency Test. The results suggest that CHEFS is a novel, easily administered tool for assessing EF in a non-clinical sample. DFA is an appropriate within-tool analysis to support the widespread administration of a screening tool to determine fitness to drive and classify patient referral needs. Further assessment is required to determine CHEFS reliability and validity with a broader range of participants varying in neuropsychological functioning, age, ethnicity, test experience, and compared to on-road driving performance.

Ruído visual dinâmico afeta a tarefa de imagem mental com base no paradigma de retro-dica

The retro-cue effect (RCE) is known in memory tasks to produce an increase in accuracy and decrease in response time. The retro-cue brings the information to the focus of attention in an active state, but it is not known whether it is retrieved as a conscious mental image. In this study, we investigated whether the retro-cue brings the cued item to an active state, allowing its phenomenological consciousness. In each trial, the participants rated the vividness of the retro-cued item and then recognized it. Perceptual visual interference was used to certify the visual nature of the retrieved items. Our results showed a significant RCE in memory recognition, but not in the vividness rating. The mental image vividness and the recognition tasks are based on different cognitive processes and are subject to different interferences, but despite the different cognitive processes, there is a correlation between them.

Associations of Microbiota and Nutrition with Cognitive Impairment in Diseases

Background/Objectives: Recent research highlights the growing interest in the impact of nutrition on cognitive health and function in disease, as dietary habits are increasingly recognized as crucial factors in relation to brain function. This focus is especially important given the rising prevalence of neurodegenerative diseases and the cognitive decline associated with poor dietary choices. Links are now being sought between brain function and the microbiota and gut–brain axis. Mechanisms are proposed that include low-grade chronic neuroinflammation, the influence of short-chain fatty acids, or the disruption of glial cells and transmitters in the brain. Methods: We reviewed the articles on pubmed. This is not a systematic review, but of the narrative type. We wanted to outline the issue and summarise the latest information. Results: The axis in question has its foundation in nutrition. It has been reported that diet, particularly the components and the timing of food intake, has an impact on cognitive processes. The Mediterranean diet is most often cited in the literature as being beneficial to health. In order to obtain a more complete view, it is worth considering other dietary patterns, even those that impair our health. Conclusions: Determining what is beneficial and what is not will allow us to develop a speronized strategy for the prevention of, and fight against, cognitive impairment. Appropriately selected supplements, the functions of which we have also discussed, may prove supportive.

Mechanisms of brain self-regulation: psychological factors, mechanistic models and neural substrates.

While neurofeedback represents a promising tool for neuroscience and a brain self-regulation approach to psychological rehabilitation, the field faces several problems and challenges. Current research has shown great variability and even failure among human participants in learning to self-regulate target features of brain activity with neurofeedback. A better understanding of cognitive mechanisms, psychological factors and neural substrates underlying self-regulation might help improve neurofeedback's scientific and clinical practices. This article reviews the current understanding of the neural mechanisms of brain self-regulation by drawing on findings from human and animal studies in neurofeedback, brain-computer/machine interfaces and neuroprosthetics. In this article, we look closer at the following topics: cognitive processes and psychophysiological factors affecting self-regulation, theoretical models and neural substrates underlying self-regulation, and finally, we provide an outlook on the outstanding gaps in knowledge and technical challenges. This article is part of the theme issue 'Neurofeedback: new territories and neurocognitive mechanisms of endogenous neuromodulation'.

Cultural, Cognitive, and Ecological Dynamics of Individual Religiosity

In the following, I consider how to better link the study of cognition and behavior to the evolutionary origins of cognitive mechanisms, within the framework of embodied cognition theory. Specifically, I attempt to show this by examining the topic of individual commitment, its origins, and its relationship to beliefs and identity. I then go on to point out that the way we talk about cognition and cognitive processes can be misleading, and although we cannot dispense with the use of metaphorical language, it might be worth considering some of the shortcomings of the metaphors in order to rid ourselves of misconceptions.

Cortex level connectivity between ACT-R modules during EEG-based n-back task

AbstractFinding the synchronization between Electroencephalography (EEG) and human cognition is an essential aspect of cognitive neuroscience. Adaptive Control of Thought-Rational (ACT-R) is a widely used cognitive architecture that defines the cognitive and perceptual operations of the human mind. This study combines the ACT-R and EEG-based cortex-level connectivity to highlight the relationship between ACT-R modules during the EEG-based n-back task (for validating working memory performance). Initially, the source localization method is performed on the EEG signal, and the mapping between ACT-R modules and corresponding brain scouts (on the cortex surface) is performed. Once the brain scouts are identified for ACT-R modules, then those scouts are called ACT-R scouts. The linear (Granger Causality: GC) and non-linear effective connectivity (Multivariate Transfer Entropy: MTE) methods are applied over the scouts’ time series data. From the GC and MTE analysis, for all n-back tasks, information flow is observed from the visual-to-imaginal ACT-R scout for storing the visual stimuli (i.e., input letter) in short-term memory. For 2 and 3-back tasks, causal flow exists from imaginal to retrieval ACT-R scout and vice-versa. Causal flow from procedural to the imaginal ACT-R scout is also observed for all workload levels to execute the set of productions. Identifying the relationship among ACT-R modules through scout-level connectivity in the cortical surface facilitates the effects of human cognition in terms of brain dynamics.

What's in a treatment name? How people with posttraumatic stress disorder (PTSD) symptoms interpret and react to PTSD treatment names.

Prior research has rarely examined how people understand or react to the names of psychological treatments. In the case of evidence-based psychotherapies for posttraumatic stress disorder (PTSD), such reactions may be relevant to the low rates of uptake of such treatments. Participants who screened positive for PTSD (n = 887) completed questions assessing their initial reactions to PTSD treatment names as well as how a different name would affect their openness to treatment. In addition, they gave brief responses to open-ended questions about the reason for their initial reactions, and content analysis was used to better understand these reasons. The results indicated that among the treatment name options, cognitive processing therapy (CPT) and present-centered therapy (PCT) were viewed most positively. Approximately 40% of the sample preferred plain language alternatives for treatment names. Content analyses focused on descriptions of the treatments-which could be accurate or inaccurate-as well as whether respondents evaluated a treatment name itself as positive or negative. Some names conveyed treatments more accurately (e.g., CPT and written exposure therapy) than others (e.g., eye movement desensitization and reprocessing and prolonged exposure [PE]). Some names were also evaluated more positively (e.g., PCT) than others (e.g., PE). The general term "trauma-focused therapy" was seen as positive and clear. Addressing the ways patients react to psychological terms and treatment names could help clarify misperceptions about evidence-based psychotherapies and promote more widespread uptake of effective treatments for PTSD.

DISSOCIATION, SPLITTING AND COMPARTMENTALIZATION IN TRAUMA-RELATED DISORDERS

The article is devoted to the analysis of actual scientific views and theoretical research on the participation of the phenomena of dissociation, splitting, and compartmentalization in disorders associated with mental trauma, in particular, PTSD and addictions. It is shown that the understanding of the concepts of dissociation and splitting developed in parallel and that both concepts emerged from research on trauma. Empirical studies show a clear correlation between dissociation, splitting, and compartmentalization with trauma-related disorders. However, there is considerable confusion in the differentiation of these concepts: some authors use them as synonyms, other authors consider dissociation to be a more basic process underlying splitting, and some distinguish two separate types of dissociation - separation, and compartmentalization. In this article, the concept of dissociation and splitting into separate independent phenomena is chosen, where dissociation is defined as the separation of mental processes or mental systems from consciousness, and splitting is defined as the division of consciousness itself into several independent centers of self-consciousness, with the phenomenon of compartmentalization referring to a shallow level of splitting. Both dissociation and splitting can exist in the spectrum from normal to deep pathology of the (sub)psychotic level. The article analyzes how dissociation and splitting can participate in the formation of trauma-related disorders such as PTSD and addiction. In the formation of PTSD, a part of the human psyche system associated with traumatic experiences is detached from consciousness as a result of protection from unbearable experiences (dissociation). Further, due to unsuccessful attempts to integrate the trauma, a negative self-concept with feelings of shame/guilt is formed, which splits off from the core self (splitting). As a result, a triadic structure is formed: the normative Ego-state, the split traumatic Ego-state, and the dissociated traumatic Self-state. When addiction is formed based on early trauma, a dissociated self-state exists since childhood, but while using psychoactive substances, it is integrated with a state of altered consciousness, which is why a person is experiencing a state of high, similar to a miracle. In this case, a system is formed of a normative Ego state, a dissociated traumatic Self-state, and a detached addictive Ego state, which is activated exclusively in a state of altered consciousness, and during activation, integration with the dissociated Self-state occurs. This addictive integration is the real motive for the use of this group of addictive drugs. The proposed concept can be used in the psychotherapy of trauma-related disorders as a conceptualization of cases and conceptualization of loci of therapeutic contact. Keywords: dissociation, splitting, compartmentalization, mental trauma, PTSD, addiction

Using fMRI to examine nonlinear mixed selectivity tuning to task and category in the human brain

Abstract Recent experimental and theoretical work has shown that nonlinear mixed selectivity, where neurons exhibit interaction effects in their tuning to multiple variables (e.g., stimulus and task) plays a key role in enabling the primate brain to form representations that can adapt to changing task contexts. Thus far all such studies have relied on invasive neural recording techniques. In this study, we demonstrate the feasibility of measuring nonlinear mixed selectivity tuning in the human brain noninvasively using fMRI pattern decoding. To do so, we examined the joint representation of object category and task information across human early, ventral stream, and dorsal stream areas while participants performed either an oddball detection task or a one-back repetition detection task on the same stimuli. These tasks were chosen to equate spatial, object-based, and feature-based attention, in order to test whether task modulations of visual representations still occur when the inputs to visual processing are kept constant between the two tasks, with only the subsequent cognitive operations varying. We found moderate but significant evidence for nonlinear mixed selectivity tuning to object category and task in fMRI response patterns in both human ventral and dorsal areas, suggesting that neurons exhibiting nonlinear mixed selectivity for category and task not only exist in these regions, but cluster at a scale visible to fMRI. Importantly, while such coding in ventral areas corresponds to a rotation or shift in the object representational geometry without changing the representational content (i.e., with the relative similarity among the categories preserved), nonlinear mixed selectivity coding in dorsal areas corresponds to a reshaping of representational geometry, indicative of a change in representational content.

Parametric resonance brain model

The paper introduces a parametric resonance model for characterizing some features of the brain’s electrical activity. This activity is assumed to be a fundamental aspect of brain functionality underpinning functions from basic sensory processing to complex cognitive operations such as memory, reasoning, and emotion. A pivotal element of the proposed parametric model is neuron synchronization which is crucial for generating detectable brain waves. The analysis of the frequency content of brain waves, categorized as delta (0÷4 Hz), theta (4÷7 Hz), alpha (8÷12 Hz), beta (13÷30 Hz), and gamma (30÷100 Hz) reveals, notably, that the mean frequency of each of these brain wave classes is, in sequence, approximately the double of that of the previous one. Based on this observation, the proposed parametric resonance model suggests a cascade of amplification effects. Following the proposed model, in the transition from wakefulness to sleep, the brain wave bands are energized at double frequency by higher frequency neighboring bands; on the contrary, in the sleep to awake transition, brain waves are energized at a half frequency by their lower frequency neighbor waves. Finally, the trend of increasing amplitude values from higher to lower frequencies lends empirical support to the parametric resonant brain model validity.

When Gestures also Argue: Multimodal Viewpoint Shift as a Rhetorical Strategy in American Political Talk Shows

Drawing on Mental Spaces Theory and Conceptual Blending Theory in Cognitive Linguistics, we examine the interaction between speech and co-speech gestures in The Daily Show with Trevor Noah. Statistical analysis shows that viewpoint shift in the self-built multimodal corpus, generally following the pattern: Base Space->News Narrative Space(->Base space)->Source Viewpoint Space(+)(->Base space), is significantly related to the use of verbal markers and gestural types. Moreover, multimodal viewpoint shift in political talk shows can achieve such rhetorical functions as enhancing ironic effects, solidifying and highlighting opposing positions, and simplifying political issues. Since verbal markers and gestures can mobilize the audience’s embodied experience by primarily activating mental images and motor programs, we claim that mental simulation and perspective taking play a pivotal role in the cognitive processing of multimodal viewpoint shifts by promoting viewpoint alignment between the audience and the host.

Cognitive functions explain discrete parameters of normal walking and dual-task walking, but not postural sway in quiet stance among physically active older people.

Postural control is dependent on the central nervous system's accurate interpretation of sensory information to formulate and execute adequate motor actions. Research has shown that cognitive functions are associated with both postural control and fall risk, but specific associations are not established. The aim of this study was to explore how specific components of everyday postural control tasks are associated with both general and specific cognitive functions. Forty-six community-dwelling older adults reported their age, sex, physical activity level, falls and fall-related concerns. The following cognitive aspects were assessed: global cognition, executive functions, processing speed and intraindividual variability. Postural control was quantified by measuring postural sway in quiet stance, walking at a self-selected pace, and walking while performing a concurrent arithmetical task. Separate orthogonal projections of latent structures models were generated for each postural control outcome using descriptive and cognitive variables as explanatory variables. Longer step length and faster gait speed were related to faster processing speed and less intraindividual variability in the choice reaction test. Moreover, longer step length was also related to less fall-related concerns and less severe fall-related injuries, while faster gait speed was also related to female sex and poorer global cognition. Lower dual-task cost for gait speed was explained by the executive function inhibition and faster processing speed. Postural sway in quiet stance was not explained by cognitive functions. Cognitive functions explained gait speed and step length during normal walking, as well as the decrease of gait speed while performing a concurrent cognitive task. The results suggest that different cognitive processes are important for different postural control aspects. Postural sway in quiet stance, step time and gait variability seem to depend more on physical and automatic processes rather than higher cognitive functions among physically active older people. The relationships between cognitive functions and postural control likely vary depending on the specific tasks and the characteristics of different populations.

How Perceived Child-Friendly Communities Alleviate Adolescents' Psychological Reactance.

When children enter adolescence, their personality traits easily give rise to psychological reactance (PR). PR involves a desire for autonomy and independence, as well as an aversion to parental and social rules and restrictions. Factors that influence PR include physiological, familial, and social aspects. However, most studies on adolescent noncompliance have primarily focused on rebellious behavior. Little research has examined motivational state reactance, although its interaction with environmental perception can significantly affect adolescents' lives. This study aimed to explore the relationship between the perceived friendliness of the community environment and cognitive processing at different quality of life (QoL) levels in relation to PR among adolescents. Propensity score matching was performed on a sample of 3546 adolescents, collected in Sanya, China. The results show that child-friendly communities (CFCs) had a significantly negative impact on adolescents' PR levels. Additionally, QoL had a moderating effect, meaning that the higher the QoL, the stronger the role of a CFC in alleviating PR. In contrast to claims that PR is determined by temperament or character profiles, this study reveals the importance of environmental shaping through triadic reciprocal determinism and a focus on the key role of the community environment.

An Analysis of the Conceptual Function of Facing the Sea with Spring Blossoms

Since Facing the Sea with Spring Blossoms has attracted widespread attention, many scholars have formed four interpretations from various perspectives, namely: the poem conveys the love of life and the pursuit of happiness; the poem is a deathbed poem, expressing the poet's despair of earthly life; the poet is a sad and bitter soul in pursuit of happiness; the poem is the poet's choice between “existence or destruction.” Poetry is the poet's choice between "existence or destruction," and he finally chooses to give up earthly happiness. Systemic functional grammar was founded by Halliday, who believed that language has three meta-functions: conceptual function, communicative function, and textual function, which are linked to the transitivity system, mood system, and thematic system. Since its inception, Systemic Functional Grammar has been applied to many text analyses, demonstrating its powerful interpretative power. Guided by this theory, the author conducted a conceptual-functional analysis of Facing the Sea with Spring Blossoms and found that there are 25 processes in the poem, including nine material processes, five mental processes, six relational processes, three verbal processes, and two existential processes. The author analyzed the three types of processes that are more typical in this poem and drew the following conclusions: first, happiness is an important theme for the poet; second, the poem is opened by me (the poet) choosing between two kinds of happiness; third, the poet finally chooses non-earthly happiness, i.e., “I only wish to face the sea, with spring blossoms.”

Unleashing think-aloud data to investigate self-assessment: Quantitative and qualitative approaches

BackgroundThink-aloud is a process data method that provides detailed insights into students’ cognitive, emotional, and motivational processes. This makes it an ideal method for investigating self-assessment as, the vast majority of times, it occurs internally without obvious external cues. In this paper, we present a methodological overview based on three previous empirical studies, utilizing both quantitative and qualitative methods to analyze think-aloud data and explore the ‘black box’ of self-assessment. MethodsA total of 67 secondary education students and 126 university students participated concurrently thinking-aloud while self-assessing academic tasks they had previously completed. ResultsWe compare our two methodological approaches to analyzing think-aloud data, highlighting the coding schemes, data analysis techniques, and the critical decisions made during the think-aloud process. ConclusionsOur findings demonstrate how think-aloud can be effectively employed through complementary quantitative and qualitative methods, providing a comprehensive understanding of the self-assessment phenomena.

Psychometric characteristics of the decision‐making ability scale among high school students

AbstractThe process of decision‐making is a multifaceted cognitive endeavor encompassing various cognitive, emotional, psychological, and social processes. It empowers individuals to select from a range of alternatives. Its significance spans across age groups, impacting both adults and children, and the relevance of which goes beyond aiding learners in choosing their educational or professional paths; it also pertains to preparing them to navigate the diverse situations they will encounter throughout their lives. To approach this ability, we developed a scale comprising 20 items, assessing five distinct decision‐making factors. This scale was administered to a sample of 303 learners in the first and second years of the baccalaureate course (pre‐final and final years of secondary education), representing both genders, and studying in four high schools. The participants’ ages ranged between 16 and 20 years. The results of this study revealed positive psychometric properties of the scale after its apparent validity was verified. Additionally, principal component analysis, using a latent root criterion greater than one (Eigenvalue > 1), and performing Varimax rotation, resulted in five factors that represent decision‐making styles (dependent, avoidant, confident, rational, intuitive) that explain 53.67% of the total variance. Through the application of confirmatory factor analysis (CFA), the outcomes showcased favorable conformity indicators. The ratio of chi‐square value to degrees of freedom was recorded at less than 5 (x²/df = 1.531). The RMSEA index, at 0.041, remained below the accepted threshold of 0.08. The metrics (CFI, TLI, GFI, IFI) all surpassed 0.90, falling within acceptable ranges. Strong internal consistency between item scores and their respective factors was established by Pearson coefficients. The correlation coefficients between each factor's score and the total scale score were robust, ranging from 0.483 to 0.727. The Cronbach's alpha coefficient for the scale's factors ranged from 0.788 (highest) to 0.723 (lowest), with an overall scale stability coefficient of 0.748. These high coefficients collectively confirm the scale's validity, reliability, and appropriateness for implementation within the Middle East and North Africa (MENA) region.