Influence of Decision‐Making Styles on Academic Stress and Resilience: An Approach for Educational Intervention

Vocational decision‐making in secondary education is a critical aspect of young people's academic and personal development. This study investigates how decision‐making styles, academic stress, and resilience interrelate among high school students. It involved 345 final‐year students from Compulsory Secondary Education, who completed the Resilience Scale, Academic Stress Inventory, and Decision‐Making Styles Questionnaire. The findings reveal that the predominant decision‐making style is Vigilance, which is associated with lower stress levels and greater resilience. In contrast, Hypervigilance, Avoidance, and Procrastination styles are linked to higher stress levels and lower resilience, suggesting these students face greater challenges with academic demands. Additionally, the study identified gender differences in perceptions of academic stress, with girls reporting higher levels of stress compared to boys. These results highlight the importance of personalized interventions that promote self‐awareness, provide decision‐making and stress management strategies, and strengthen resilience to enhance emotional and psychological well‐being, supporting the overall development of students.