Decision-making Competence Research Articles

Students' perspective on new teaching concepts for medical studies: case- and competency-based learning in radiology.

This study aimed to evaluate medical students' perception of a new radiology teaching format for abdominal diagnostics. The format transitioned traditional lectures and seminars to a case- and competency-based course that incorporates technology-enhanced individual case-work, small group discussions, and concise lectures. 235 students (23.5 ± 2.6 years, 72.3% female, 93.3% response rate, November 2023-June 2024) completed a questionnaire before (12 items) and after (20 items) the course, assessing perceived importance of course content, competency gains in abdominal imaging, enjoyment of learning, interest in a radiology career, and pedagogical perception of the teaching concept. Responses were recorded on a 1-10 scale (no agreement to strong agreement) or dichotomously (yes/no). The new course format was compared with a cohort of students who had previously (May 2022-June 2023) attended traditional lectures (n = 169) and/or seminars (n = 234). Students strongly agreed before the course that radiology content in abdominal diagnostics is important, and they found the content highly relevant and applicable to their work as doctors following the course. Significant improvement was observed in perceived competency in modality selection and description and interpretation of common pathologies, with the strongest effect for CT and MRI data. The new format was rated more motivating and significantly better in pedagogical and content quality than traditional lectures and seminars, although it did not influence students' interest in pursuing a radiology career. From the students' perspective, case- and competency-based teaching enhances skill acquisition, learning success, and enjoyment in radiology. From a student perspective, case- and competency-based teaching in radiology may enhance imaging competency, contributing to the development of more skilled healthcare providers. Case- and competency-based teaching concepts may improve students' learning. Students reported improved perceived competency in decision-making and image interpretation with the new teaching method. Case- and competency-based teaching was perceived as more engaging, motivating, and pedagogically superior to traditional lectures.

Shared decision-making competency and its associated factors among palliative care nurses: a cross-sectional study in China

Shared decision-making competency and its associated factors among palliative care nurses: a cross-sectional study in China

A Unique Simulation Methodology for Practicing Clinical Decision Making.

While bedside teaching offers invaluable clinical experience, its availability is limited. Challenges such as a shortage of clinical placements and qualified teaching physicians, coupled with increasing medical student numbers, exacerbate this issue. Simulation-based learning encompasses varied educational values and has the potential to serve as an important tool in medical students' education. In this study, we evaluate a new Clinical Decision Making Integrated Digital Simulation (CDMIDS) method that was developed in order to enhance the clinical decision-making competency and self-confidence of medical students early in their clinical training through practicing fundamental core skills. The study compares 108 4th-year medical students' questionnaire responses pre-/postself-assessments following practice of a new clinical decision-making simulation methodology. Results indicate a positive participant experience, with the simulation perceived as a valuable platform for practicing integrated bedside decision making. Notably, participants demonstrated a statistically significant increase in willingness to make clinical decisions. The simulation contributed to enhanced knowledge, professional skills, and self-confidence in clinical decision making. The use of a CDMIDS method integrates clinical decision making as part of early medical school curriculum. Moreover, the method boosts learners' professional confidence, self-directed learning, and additional experiences. The method is flexible and can be applied in any medical school, especially those with limited resources, by making specific, localized modifications.

How Clinical Reasoning and Decision-Making Competences Influence the Provision of Empathic Care Among Nursing Students?

How Clinical Reasoning and Decision-Making Competences Influence the Provision of Empathic Care Among Nursing Students?

Implications of Human Meta-Competencies for Liberal Education from a Multi-Stage Life Perspective

This study critiques the traditional sequential life paradigm in an era marked by longevity and technological innovation, and introduces the multi-stage life approach, as proposed by Lynda Gratton, Andrew Scott, and Mauro F. Guillén, as a compelling alternative. The multi-stage life approach challenges the rigid, time-bound notion that life progresses in distinct phases education, work, and retirement, or play, education, work, and retirement each tied to specific age groups. Instead, it advocates for a more flexible and personalized trajectory, where individuals can, through deliberate choices, create new stages or dynamically rearrange and combine education, work, retirement, and leisure to shape a life that aligns with their preferences and circumstances. Based on this model, this study further conceptualizes the ideal individual as the ‘Perennial’—someone who continuously unlocks and expresses their potential across the lifespan. The Perennial’s meta-competencies are classified into ‘decision-making competence’, ‘transformative competence’, and ‘transcultural competence’. Within this framework, the study provides forward-looking insights into the evolving role and developmental imperatives of liberal education in nurturing human dignity.

Lessons from Holocaust Perpetration Learned by German Law Enforcement?

While right-wing extremism and related hate crimes, and anti-Semitism rise, Holocaust education for law enforcement provides crucial historical awareness and strengthens competence in decision-making and ethical judgment. In Berlin, law enforcement officers participate in Holocaust education programs at the Wannsee Conference Memorial and the Topography of Terror on the grounds of the former Reich Security Main Office (Reichsicherheitshauptamt). While the law enforcement officers participating in the programs possess basic pre-knowledge of the Holocaust and Nazi-era crimes, the programs help them deepen their understanding of Nazi history. However, they demonstrate limited awareness of perpetrator research and the role of the German Order Police (Ordnungspolizei) in the Nazi era, with little improvement in this area after the Holocaust Education programs at memorials based in Berlin. This highlights the need for more comprehensive educational efforts to address these gaps and foster a more thorough understanding of their institutional history.

Memory Underpinnings of Decision-Making Competence

Abstract: Decision-making competence refers to the ability to make judgments and decisions that follow normative criteria of rationality. Here, we review research on memory skills underlying decision-making competence from an adult lifespan perspective. First, we discuss how aspects of decision-making competence are associated with memory skills, and how situational and strategic variations may modulate these relationships. Then, we examine the relationships between age-related differences in decision-making competence and age-related differences in memory skills. Because the relationship between memory and decision-making may be reciprocal, we also consider research on how decisions may affect memory. Next, we discuss how decision-making competence may be built and maintained across the adult lifespan. Finally, we highlight open questions and propose possible future research directions.

COMPONENT CONSISTENCY AS ONE OF THE ASPECTS OF GERMAN-UKRAINIAN SPECIALIZED TRANSLATION QUALITY ASSURANCE

This empirical-theoretical inquiry aims to identify, describe, and propose solutions to address incon- sistent reproduction of derived terms containing recurring components in German-Ukrainian legal trans- lation. The study is grounded in translation-oriented terminology and seeks to establish new criteria for translation quality assessment. The manifold objectives encompass: 1) undertaking a scientific investiga- tion to demonstrate the problematical nature of intratextual term consistency in translation; 2) scrutinizing potential impacts of prospective translation regulating instruments on providing terminology consistency; 3) adducing extensive illustrations of adherence to the intratextual term component consistency principle while translating German legal texts into Ukrainian. The research proposes four heuristic hypotheses: 1) Term component inconsistency in translation sig- nificantly reduces translation quality, potentially leading to partial information loss or distortion, which af- fects the translation dominant. 2) Maintaining consistency in how term components are translated is cru- cial for ensuring high-quality specialized translations, especially in fields like legal translation. 3) Implicitly formulated quality requirements for specialized translation can induce strategic terminological-discursive errors, regardless of the translator’s professional experience or status, which can be attributed to trans- lator’s unconscious decisions. 4) Specialized lexicographic reference works, while functioning as translation regulating instruments, exhibit both general and component inconsistencies. Therefore, they can only serve as aids for exercising the translator’s term selection and decision-making competence. The comprehensively formulated methodology encompasses a blind translator experiment incorpo- rating three participants of disparate professional experience and status (two Ukrainian translation agen- cies and one translation studies master’s student), meticulous comparative intralingual and interlingual analysis of source and target texts, induction/deduction approach to identify recurrent translational phe- nomena, morphosemantic analysis to determine the internal semantic structure of legal terms, derivation analysis to explicate term-formation processes, and contrastive lexicographic analysis to assess the poten- tial of existing terminological records to ensure the term component consistency. The methodology pro- posed in the article allowed to examine invariant properties of the object (legal terms in both languages) under study from various translation-oriented terminology perspectives. An in-depth approach to consideration of intratextual terminology heterogeneity, which contradicts the re- quirements of current international standards for translation quality assurance, has led to the distinction of term component consistency and term component inconsistency in translation. It is established that recurring strate- gic terminological- discursive mistakes at the text level of multiple translations result from translation instructors/ scholars not sufficiently attending to the problematic issue. The overlooked translation quality criterion has led even experienced and well-regarded experiment participants to inadvertently make unconscious mistakes. Concurrently, the contrastive analysis of German-Ukrainian specialized dictionaries evinced their lim- itations in ensuring component consistency, spotlighting the indispensability of the translator’s role in up- holding this benchmark. The proposed glossary with verified equivalents for the terminological field of Ger- man “Unterhalt” demonstrates the potential for consistent translation of derived terms into Ukrainian. The extensive empirical evidence and elucidation of a novel translation studies method (viz., blind translator experiment) along with newly discovered concepts (inter alia term selection competence) ren- der this inquiry a worthwhile contribution toward enhancing German-Ukrainian legal translation quality. Ultimately, this is a commendable study advancing the field of translation-oriented terminology and con- tributing to the harmonization of German-Ukrainian terminological capital. Future research prospects include developing and describing a microstrategy to ensure intratextual term component consistency and investigating the influences of explicit translation regulating instruments on specialized translation quality.

Boosting intellectual capital and digital maturity of SMEs: an investigation of enterprises in an Italian Southern tourist district

PurposeThis study intends to analyze the relationship between the digital maturity of SMEs and intellectual capital, investigating the determining factors. Starting from the endowment in terms of intellectual capital and evaluating Management Style, Decision-Making Competences, and Business Network, a model is proposed aiming to provide a comprehensive measure of SMEs’ digital maturity and thus to improve understanding and, consequently, effectiveness. The empirical analysis allows assessing the validity and applicability of the suggested model, providing valuable insights for the improvement of digital strategy and competitiveness of SMEs in the Amalfi Coast Tourist District (Italy), with evident implications also for policymakers and the community.Design/methodology/approachA mixed-methods research strategy was utilized to confirm research hypotheses that were derived from literature review. The field study was organized into two separate phases: the first phase, which is qualitative, employed focus groups comprising key stakeholders (managers and entrepreneurs) from various companies within the Amalfi Coast Tourist District. This phase adhered to the principles of homogeneity (to facilitate deeper discussions) and heterogeneity (to allow for a broader range of viewpoints among participants). The insights gathered from these preliminary focus groups informed the subsequent quantitative phase. In this second phase, structured interviews were conducted using a questionnaire to probe the participants’ views on digital maturity. This analysis involved 94 companies, all part of the Amalfi Coast Tourist District, assessing their digitalization levels and highlighting key management attributes. Logistic regression was applied to quantitatively analyze the data, effectively assessing the impact of various independent variables (such as Management Style, Decision-Making Competencies and Business Network) on the dependent variable, digital maturity. Employing both qualitative and quantitative methods provides a thorough and nuanced understanding of the digital maturity landscape within the specified context.FindingsThe main results suggest the existence of a correlation between the analyzed variables and digital maturity. Innovation, indeed, increases by applying a data-driven leadership style. Intellectual capital (measured in its three components of human capital: decision-making competences; structural capital: management style; and relational capital: business network) influences digital maturity, although some of the variables used are not equally weighted.Originality/valueThe main contribution of this article is to provide an in-depth understanding of the company components that favor digital maturity, to support strategic choices oriented towards a conscious digital transition. The results enrich the existing literature on intellectual capital in terms of its contribution to the digitalization of organizations, which can be a critical success factor in the context of SMEs.

Testing the CASEL Model: Exploring Relationship between Social Emotional Competencies and Academic Performance of Distance Learners

Social emotional competencies (SEL) enable an individual to understand thoughts, ideas, and feelings. These are also important for students’ emotional, mental, and social well-being to achieve academic goals (Fitzgerald, Shipman, Pauletic, Ellesworth, & Dymnicki, 2022). In this study we investigated whether social and emotional variables correlate with academic performance of students through CASEL model. Survey was conducted (N=150 female and 70 male) distance learners. For measuring the levels of social emotional competence, the Social Emotional Competence Questionnaire (SECQ) was used which was based on CASEL model given by (Zhou & Ee, 2012). This scale contained five sub-constructs: “self-awareness competence, social awareness competence, self-management competence, relationship management competence, and responsible decision-making competence”. For measuring academic achievement of students their result was taken. Results showed that academic achievement of distance learners is significantly correlated with social emotional abilities such self-awareness, social awareness, self-management, relationship management, and responsible decision-making. Social-emotional competencies (SEC) in distance learning should be the future focus of research for the reasons that they are the key competencies for academic success. Such learners can improve their ability to deal with educational challenges in remote settings if they acquire SEC, such as self- awareness, social awareness, relationship management, self-management, and responsible decision-making competence can enhance learners’ ability to manage academic challenges in remote settings. Integration of SEC development should be the priority for institutions in distance education programs and facilitating a learning support culture. The areas for further studies could be constituted in effective interventions to strengthen SEC for the positive academic outcomes of distance learners.

Accountability System, Academic Autonomy, and Freedom of Academia Versus Pathways to Educational Excellence in Hawassa University, Ethiopia

The study examined integrated effects of implementation of accountability system, institutional autonomy, and academic freedom of academia versus pathways to educational (professional, leadership and pedagogical) excellence in Hawassa University. The study answered the central research question: “What do the effects of implementation of accountability, academic autonomy and freedom of academia versus professional, leadership and pedagogical excellences look-like?” The study employed mixed method with concurrent triangulation design. The researchers selected samples of the study using purposive, convenient, stratified, and simple random sampling techniques. The researchers collected data using questionnaires, unstructured interviews, and document examination and analyzed data using descriptive and inferential statistics and thematic narration using SPSS-26 and NVivo-14, respectively. There were multiple gaps pertaining implementing performance-based and professional-based internal accountability to accomplish institutional visions, missions, and mutual goals. The findings of the study showed that although academic autonomy relates to the independence of academic institutions in decision-making concerning curriculum, teaching methods, research, and academic policies, it shows practical gaps concerning teachers’ and students’ academic freedom. This includes challenges related to quality teaching, research, community services, and expression of views to criticize the weakness of institutional censorship. The study recommends that the practice of accountability strategies, technological, and pedagogical innovation toward striving for educational excellences needed improvements. Managerial, technological, and pedagogical innovation should promote decision-making competencies, professional, leadership, and pedagogical excellence.

A Model for Teachers’ Responsible Decision-Making Competence in EFL Classrooms: Insights from Perceptions and Reported Strategies

A Model for Teachers’ Responsible Decision-Making Competence in EFL Classrooms: Insights from Perceptions and Reported Strategies

German centralization strategy during COVID-19: Continuing or interrupting a trend?

In response to the COVID-19 pandemic, many countries applied centralization strategies to the distribution of power between national government and regional/local governments over responsibility for regulatory tasks. As a result, health-policy decision-making competences were shifted from the regional level to the national level (vertical shift of decision-making competences). This centralization trend for the purpose of infection control is evident in Germany. We conducted a quantitative and qualitative analysis of health-policy regulatory measures (March 2018 to March 2020) in order to investigate whether the vertical shift in decision-making competences was already a trend in Germany before the COVID-19 pandemic and beyond infection control. Our results show that the centralization strategy observed during COVID-19 does not continue a trend. Before the COVID-19 pandemic, what was most important was the distribution of power at national level between government and non-government institutions (horizontal allocation of decision-making competences). This long-term trend strengthens the decision-making competences of government institutions and weakens non-government institutions.

Japanese Clinical Physical Therapists With the Mechanical Diagnosis and Therapy License Are More Competent and Confident in Pain Management Than Those Without It: A Cross-Sectional Study.

Background The McKenzie Method of Mechanical Diagnosis and Therapy (MDT) has long been misunderstood as a biomedical approach. In fact, it is a biopsychosocial approach with an up-to-date evidence-based educational curriculum. Recently, it has become possible to partially measure competence in clinical decision-making based on contemporary pain understanding and confidence in pain management using the Pain Understanding and Confidence Questionnaire (PUnCQ). The primary aim of this study was to compare the following outcomes between physical therapists with and without credential license in MDT (Cred.MDT) and the PUnCQ as well as attitudes toward the biopsychosocial perspective, adherence to evidence-based management for low back pain (LBP), and knowledge of modern pain science. The secondary aim was to explore relevant factors in the PUnCQ. Methodology Clinical physical therapists who were managing patients with pain were recruited from two associations (the Japanese Society of Allied Health and Rehabilitationand the Japan Branch of the International McKenzie Institute, who had all acquired at least the Cred.MDT). The following outcomes were measured: (1) the PUnCQ-1 for partial competence in evidence-based clinical decision-making for pain management; (2) part 2 scores of the PUnCQ for confidence in pain management; (3) the Pain Attitudes and Beliefs Scale for Physical Therapists (PABS-PT) biopsychosocial/biomedical ratio for treatment perspectives; (4) the Knowledge and Attitudes of Pain (KNAP) for knowledge of modern pain science; and (5) a questionnaire for adherence to LBP practice guidelines. Two group comparisons were conducted for the primary aim and a multiple regression analysis for the independent variable of the PUnCQ-1 was conducted for the secondary aim. Results Data from 122 physical therapists (63 and 59 participants with and without the Cred.MDT, respectively) were analyzed. Statistically significantly higher scores were detected for physical therapists with Cred.MDT compared to those without (all p<0.05) for all of the above outcomes. The multiple regression analysis demonstrated that statistically significant contributors to the PUnCQ-1 were part 2 scores of the PUnCQ for the pain management factor (p = 0.016) and acquisition of the Cred.MDT (p = 0.038) (R2 = 0.12). Conclusion Competence and confidence in pain management, attitudes toward biopsychosocial approaches, knowledge of modern pain science and guideline adherence are higher in physical therapists with the Cred.MDT than those without it. Confidence in pain management and acquisition of the Cred.MDT contributed to competence in evidence-based clinical decision-making for pain management.

Investigating clinical decision-making in bleeding complications among nursing students: A longitudinal mixed-methods study

AimTo describe undergraduate nursing students’ clinical decision-making in post-procedural bleeding scenarios and explore the changes from the first to the final year of their program. BackgroundBleeding is a common complication following invasive procedures and its effective management requires nurses to develop strong clinical decision-making competencies. Although nursing education programs typically address bleeding complications, there is a gap in understanding how nursing students make clinical decisions regarding these scenarios. Additionally, little is known about how their approach to bleeding management evolves over the course of their education. DesignLongitudinal mixed-methods study based on the Recognition-Primed Decision Model. MethodsA total of 59 undergraduate students recorded their responses to two clinical decision-making vignettes depicting patients with signs of bleeding post-hip surgery (first year) and cardiac catheterization (final year). Their responses were analyzed using content analysis. The resulting categories capture the cues students noticed, the goals they aimed to achieve, the actions they proposed and their expectations for how the bleeding situations might unfold. Code frequencies showing the most variation between the first and final years were analyzed to explore changes in students’ clinical decision-making. ResultsNearly all students focused on two primary categories: ‘Bleeding’ and ‘Instability and Shock.’ Fewer students addressed six secondary categories: ‘Stress and Concern,’ ‘Pain,’ ‘Lifestyle and Social History,’ ‘Wound Infection,’ ‘Arrhythmia,’ and ‘Generalities in Surgery.’ Students often concentrated on actions to manage bleeding without further assessing its causes. Changes from the first to the final year included a more focused assessment of instability and shifts in preferred actions. ConclusionsThis study reveals that nursing students often prioritize immediate actions to stop bleeding while sometimes overlooking the assessment of underlying causes or broader care goals. It suggests that concept-based learning and reflection on long-term outcomes could improve clinical decision-making in post-procedural care.

The influence of self-efficacy on decision-making competency through strategic thinking among school leaders in Malaysia

Introduction: The importance of self-efficacy in decision-making plays a vital role, whereas strategic thinking creates a bridge between self-efficacy and decision-making in enhancing decision-making competency. Objective: The study aims to determine the influence of self-efficacy on decision-making through the mediating role of strategic thinking among school leaders. Methodology: The nature of the study is quantitative and the unit of analysis is individual level. The current study focuses on the Malaysian education sector. The survey method was used to collect data through a questionnaire and the target population was the Malaysia National Professional Qualifying for Education Leadership (NPQEL) program. The total population was 3516 and the sample selected from the population is 275. Result: Data was analyzed through SEM-PLS and the results revealed that self-efficacy and strategic thinking had a significant influence on decision making. Similarly, the result of mediation also revealed that strategic thinking contributes to the significant influence between self-efficacy and decision-making. Conclusion: These findings highlight the importance of cultivating self-efficacy among school leaders to enhance decision-making capability and improve educational outcomes. This research provides valuable understanding for policymakers and practitioners in educational leadership and suggests an approach for future research

How Leadership and Behavior Impacts and Improves the Decision-Making in Organizations

The purpose of this research article is to analyze the influence of leadership style and behavior on decision-making. In more detail, the impact of leadership style and decision-making skills and competencies on decision-making, respectively on decision-making effectiveness. For the purpose of research, both, quantitative and qualitative methods are applied in the paper. As tool for primary data collection the questionnaire was used and all the data collected were analyzed through SPSS software tool. The research sample consisted from eighty-two (82) respondents-leaders of various businesses in Kosovo. The collected data were analyzed through Statistical Package for the Social Sciences software, respectively through linear regression analysis and other necessary complementary analysis. The findings from the conducted research show that the different leadership styles applied by business leaders have a positive impact on decision-making, namely on the effectiveness of decision-making. According to results obtained, both supportive behaviors and directive behaviors of leaders towards their employees, influence positively the decision-making, depending on the situation with which they face during their work. Meanwhile leaders who possess skills related to decision-making, such as: identifying and analyzing problems, gathering the information necessary to solve problems, generating possible alternatives/solutions, making decisions, the implementation and evaluation of the decisions made, have a higher tendency to be involved in effective decision-making and foster the effectiveness of organizations in general.

ẢNH HƯỞNG CỦA VIỆC ÁP DỤNG PHƯƠNG PHÁP KỈ LUẬT TÍCH CỰC ĐỐI VỚI HỌC SINH TRONG NHÀ TRƯỜNG ĐẾN NĂNG LỰC CẢM XÚC – XÃ HỘI CỦA HỌC SINH TRUNG HỌC PHỔ THÔNG

The article evaluates the current impact of applying positive discipline methods to students in school on the social-emotional competence of high school students. A survey of 563 students in grades 10, 11, and 12 at North Thang Long High School (Hanoi), Soc Son High School (Hanoi), and Tam Duong High School (Vinh Phuc) shows that positive discipline methods have a moderate impact on students' social-emotional competence with a positive pattern, in which self-awareness has the strongest influence. However, regression analysis indicates that this method does not affect all five components of social-emotional competence, but only the regression model is suitable for self-awareness, relationship management, and responsible decision-making competence.

Fostering Decision-Making and Ethics: Problem-Based Learning for Female Tertiary Learners in Israel

&lt;p style="text-align:justify"&gt;This study aimed to evaluate the impact of problem-based learning (PBL) within a teaching unit on the advancement of ethical reasoning and decision-making skills among Israeli female tertiary students. Employing a quasi-experimental design, 48 female students were distributed into three groups, with two serving as control groups receiving conventional curriculum-based instruction and one as an experimental group exposed to the PBL methodology. Both before and after implementation, all groups underwent assessments using a decision-making competency test and an ethical reasoning scale. The results unequivocally demonstrated the significant enhancement of decision-making abilities and ethical thinking through the implementation of the PBL strategy. Comparative analysis revealed substantial improvements in the experimental group compared to the control groups, emphasizing the efficacy of PBL in fostering comprehensive skill development. Furthermore, a positive correlation between ethical thinking and decision-making skills further reinforces the beneficial outcomes associated with PBL. These findings advocate for the widespread integration of PBL techniques across various academic disciplines.&lt;/p&gt;

Exploring Financial Behavior: A Qualitative Investigation into Psychological Factors Influencing Risk Preferences and Investment Decisions

This qualitative study investigates the psychological determinants influencing risk preferences and investment decisions. Grounded in phenomenology and interpretivism, the research aims to explore subjective experiences related to financial behavior. Employing purposive sampling, participants were selected based on diverse criteria. Data collection involved semi-structured interviews, participant observation, and document analysis. Thematic analysis revealed intricate interplays between personal experiences, cognitive biases, emotions, social influences, and financial literacy, shaping individuals' risk perceptions and decision-making processes. Findings underscore the multifaceted nature of financial behavior, highlighting the significance of personality traits, cognitive styles, and decision-making biases. Risk-averse individuals prioritized capital preservation, while sensation seekers pursued high-risk, high-reward investments. Moreover, individuals' self-efficacy influenced their investment strategies. Cognitive biases, such as overconfidence and loss aversion, further impacted investment decisions. The study emphasizes the importance of considering psychological factors in designing personalized financial interventions and educational programs. Future research directions include longitudinal studies, cross-cultural comparisons, and interdisciplinary approaches integrating insights from psychology, economics, and finance. This research contributes to the advancement of knowledge in behavioral finance and informs practical implications for financial advisors and policymakers, aiming to enhance individuals' financial well-being and decision-making competence.