شناسایی مؤلفه‌های شناختی اضطراب تصمیم‌گیری در دانشجویان

روشنک رستگاریان

Authors

Roshanak Rastegarian Department of Family Counseling, Shahid Chamran University of Ahvaz, Ahvaz, Iran.

Keywords:

decision-making anxiety, university students, cognitive components, indecisiveness, thematic analysis, semi-structured interview

Abstract

This study aimed to identify the cognitive components of decision-making anxiety among university students. This qualitative study was conducted using thematic analysis. The participants were 20 university students studying in Tehran, selected through purposive sampling. The inclusion criterion was recurrent experience of anxiety, hesitation, cognitive overload, or distress during academic, career-related, interpersonal, or everyday decisions. Data were collected exclusively through semi-structured interviews. Interviews continued until theoretical saturation was reached; initial saturation occurred at the eighteenth interview and was confirmed by two additional interviews. After obtaining informed consent, all interviews were recorded, transcribed verbatim, and analyzed using NVivo software. Data analysis included repeated reading of transcripts, initial coding, comparison of codes, integration of similar codes, development of subthemes, and finalization of the main categories. The analysis revealed five main cognitive components of decision-making anxiety among students: catastrophic anticipation of decision outcomes, perfectionistic search for the completely correct choice, distrust in personal judgment, comparative rumination and mental reviewing loops, and fear of regret and post-decision self-blame. The most frequent component was comparative rumination and mental reviewing, identified in 18 participants. These components were associated with decision postponement, excessive reassurance seeking, dependence on others’ approval, and reduced decision-making self-efficacy. The findings indicate that decision-making anxiety among university students is not merely a transient emotional state; rather, it is rooted in a network of threat-based appraisals, perfectionistic standards, negative future simulations, low confidence in personal judgment, and maladaptive information-processing strategies. Psychological interventions should therefore focus on modifying catastrophic beliefs, increasing tolerance of uncertainty, strengthening decision-making self-efficacy, and teaching value-based decision-making skills.

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