Impact of cognitive and decision making style on resilience an exploratory study

European Journal of Business and Management
ISSN 2222-1905 (Paper) ISSN 2222-2839 (Online)
Vol.5, No.29, 2013

www.iiste.org

Impact of Cognitive and Decision Making Style on Resilience: An
Exploratory Study
Dr Taqadus Bashir (Assistant Proessor)1 Sameera Shafi (MS Scholar)*2 Hassan Raza Ahmed (MS
Scholar)*2,3 Sheraz Jahangir (MS Scholar)*2,4 Hifza Saeed (MS Scholar)5 Samina Zaigham (MS Scholar)6
1.
2.
3.

University of Gujrat, Assistant Professor, Hafiz Hayat Campus, Faculty of Management and
Administrative Sciences, Gujrat
University of Gujrat, Hafiz Hayat Campus, Faculty of Management and Administrative Sciences,
Maqbool Street, Faiz Abad, Postal # 50700, Gujrat

University of Gujrat, Hafiz Hayat Campus, Faculty of Management and Administrative Sciences, Moh.

Gujran, Post office Ugoki, Tehsil, Postal # 53310, Sialkot
4.
5.
6.

University of Gujrat, Hafiz Hayat Campus, Faculty of Management and Administrative Sciences, New
Abaddi nakhowal Kotli loharan west, H # 905, Sialkot
University of Gujrat, Hafiz Hayat Campus, Faculty of Management and Administrative Sciences, H
#2/54, Eid Gah Road Lalamusa
University of Gujrat, Hafiz Hayat Campus, Faculty of Management and Administrative Sciences, Ghari
Ahmed Abad Street # 21, Gujrat
* s.shafi773@gmail.com1 hassanraza.ahmed300@gmail.com2 sheraz.jahangir@yahoo.com3

Abstract
Resilience refers to successful adaptation of an individual despite risk, acute stressors, and chronic adversities.
Resilient students are more determined and they can enhance their efforts especially under difficult situations.
Students need to be more resilient so that they can bounce back from the loads of pressures and adversities they
encounter in studies. In this context there is a need to understand the resilient quality of students against his/her
cognitive styles and thinking pattern. With this assumption, a research is designed to examine the relationship of
cognitive and decision making styles with resilience of students of different departments. A sample of 152
students was selected randomly between the age group of 20 - 25 years from different departments of university
of Gujrat, Pakistan. Correlation and Regression analysis were conducted to examine the relationship and impact
of cognitive and decision making styles on Resilience. Results showed that resilience has a positive association
with cognitive style whereas; there exists no relationship with decision making style. Furthermore, the
systematic and intuitive cognitive styles have shown positive correlation with resilience. Finally, the cognitive
styles have shown significant influence on resilience. The study concludes with the implication of resilience in
the academics and approaches to enhance resilience in students.
Keywords: Cognitive Styles, Decision Making, Resilience and Students
1. Introduction
The root word for resilience is resile, which means to bounce back or rebound after being stressed. Zimmerman
and Arunkumar (1994) described resiliency as “the ability to spring back from adversity that interpret the
trajectory from risk to problem behavior or psychopathology and thereby result in adaptive outcomes even in the
presence of challenging and threatening circumstances.” According to Masten (1994), resilience refers to
successful adaptation of an individual despite risk and adversity. It also refers to a pattern over time,
characterized by good eventual adaptation despite developmental risk, acute stressors, or chronic adversities
Indeed, resilience refers to a class of phenomena characterized by good outcomes in spite of serious threats to
adaptation or development (Masten, 2001). Resilience is a dynamic process that can be learned at any given
point in life by an individual (Masten, 2001).
Youth with a positive attitude toward social relationships are more resilient, do better in school and contribute
more to those around them (Wilson, O’Brien, & Sesma, 2009). Unfortunately, students in poverty, especially
homeless and highly mobile students, are at high risk for disconnection from positive relationships with peers
and supportive adults. Poor academic achievement and poor social relationships are two factors that place
homeless youth in danger of future difficulties (Levy & Wall, 2000). On the other hand, positive relationships
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with parents, teachers, and others can support resilience by eliminating or mitigating risk, buffering youth from
risk, empowering youth, or through some combination of these three. Relationships, then, can be a conduit
through which academic outcomes are improved.
Cognitive styles of students mean the mental activities that take place for processing and acquiring information.
According to Witkin, Moore, Good enough and Cox cognitive styles are the individual preferences in the
perception, thinking and learning. In this research paper Cognitive styles of students of different departments
explains how students react differently to certain situations according to their mental level during the study phase
of their life. This research paper focused on two types of cognitive styles i.e. systematic style and intuitive style.
The studies conducted by Hertzman. et. al. (1954); Witkin. et .al. (1962); and Bruner (1966) developed theories
about cognitive styles. These and other studies resulted in theories that generally assumed a single dimension of
cognitive style, with an individual’s style falling somewhere on a continuum between the extremes of this
dimension. The two extremes are described in general terms by Keenthe (1973), McKenney and Keen (1974),
and Botkin (1974):systematic style is associated with logical, rational behavior that uses a step-by-step,
sequential approach to thinking, learning, problem solving, and decision making; in contrast, the intuitive style is
associated with a spontaneous, holistic, and visual approach.
In 1960’s a brain research was conducted which stated that two sides of brain are responsible for different mental
functions which are as follows:
Left brain: analytical, linear, sequential, concrete, rational, and goal oriented; and
Right brain: intuitive, spontaneous, holistic, symbolic, emotional, and visual.
These early theories and new studies can be linked in such a way:
Findings of Harvard studies stated that, an individual with systematic approach uses step by step process for
making any decision and make plans for solving any problem and people with this style are intuitive, they use an
unpredictable ordering of analytical steps when solving a problem, relies on experience patterns for decision
making.
This research focused on whether students of different departments are of systematic or intuitive in their
cognitive styles.
1.1 Decision making styles
Decision-making style is generally conceptualized as a learned response through which an individual approaches
important decisions (Driver, 1979; Driver & Brousseau, 1993; Harren, 1979; Keen, 1973; & McKenney & Keen,
1974). According to Rowe and Mason (1987), decision style is primarily a cognitive process that combines the
mental activities of perception, information processing or cognition, making a judgment, and coming to closure
of the problem. Rowe and Boulgarides (1983) proposed a model of decision styles that recognizes the influence
of values and perceptions. The model suggests that decision makers are driven by four forces - directive, analytic,
conceptual, and behavioral - can be related to the typology of needs developed by McClelland (1962).
McClelland initially proposed that behavior is motivated by the needs for achievement, power and affiliation.
Subsequently, he recognized that the need for achievement may be satisfied in two different ways, either
intrinsically by taking on new challenges or extrinsically by receiving praise and recognition.
1.1.1 Directive Decision Makers
Power is the primary need of directive decision makers. This type of decision makers want to dominate others
and are result oriented. They have a low tolerance for ambiguity and prefer low levels of cognitive complexity.
This preference limits the amount of information that they gather and the number of alternatives that they
consider. People with this style may be characterized as rigid, structured, practical, and impersonal.
1.1.2 Analytic Decision Makers
They have a strong need for achievement in the form of new challenges. They have greater tolerance for
ambiguity than their directive counterparts. Their comfort with cognitive complexity strongly encourages data
collection and processing. They make decisions slowly because they want to examine the situation thoroughly
and consider many alternatives systematically to take a long-term perspective. People with this style may be
characterized as intellectual with ability to deal with new and complex situations, analyze details, and predict
outcomes.

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1.1.3 Conceptual Decision Makers
This style is characterized by a creative, risk taking orientation. These individuals have a high tolerance for
ambiguity and high cognitive complexity. This decision style focuses on social concerns and connecting with
people. People with this style may be characterized as people-oriented, open, and truthful. Such individuals like
to share power and do not look to control the situation. Conceptual decision makers typically gather information
from multiple sources and consider many alternatives. They tend considerable creativity and idealism.
1.1.4 Behavioral Decision Makers
This style people are driven primarily for a need for affiliation. This type has a low cognitive complexity, but a
strong people orientation. Behavioral style managers tend to communicate easily and be very concerned with the
well-being of their peers and subordinates. They are typically receptive to suggestions, willing to compromise,
and prefer loose controls.
2. Significance of the Study
It is very important to introduce the concept of Resilience to students and how cognitive and decision making
styles effect it .This research is helpful to create awareness of this useful concept in determining the resilience
level and learning of how to increase this level by enhancing cognitive and decision making abilities in students
of university of Gujrat. As resilience is ability to bounce back to normal position after facing difficulties and bad
situations. Resilience will help them to grow and develop academically and professionally as well.
3. Contribution to Existing Literature
This research contributes to existing literature by introducing new combination of variables further
diversification of sample, increased focus on individual characteristics of our respondents. The introduction of
this concept in students of our university while making discussion with those students whose resilience level
were higher than others also contributed to the growth and development of students in their academic career.
4. Objective of the Study
On the basis of review of existing literature the following objectives are formulated:
I.
To introduce the concept of resilience to students.
II.
To study the relationship between cognitive styles, decision making styles and resilience in the students
of different departments.
III.
To study the impact of cognitive styles and decision making styles on resilience students of different
departments.
5. Literature Review
Maris G. Martinsons conducted a research in different Asian’s countries. They examined that globalization had
increased with the passage of time so how business leaders of the world in different industry and commerce
takes decision. Researcher investigates the comparison of American leader’s decision style to the Asian leader’s
decision style. The sample of the research study was American’s and Asian’s 219 business leaders. 19 items
questionnaire is used for collection of data. Each question had four parts. Standard deviation, ANOVA F test and
pair wise t test is used to analyzed the data. The findings of the research study explain that Japan and the
People’s Republic of China. American, Chinese and Japanese business leaders were each found to have a
distinctive decision making style.
The study conducted by Evan.M.K. et. al. on enhancing attributional style resiliency factor in depressogenic
stress generation in USA in 2012. The study examined that whether an enhancing attribution style, the tendency
to make global and stable inferences following occurrence of a positive event, function as a resilience factor in
stress generation. A sample size of 167 undergraduate’s females was selected and a series of independent sample
t test were conducted. The participants were assessed at two different points. The finding shows that females are
more susceptible to the negative events and are more likely to generate stress. It also shows that resiliency factor
can help protect individuals from the generation of stressful events.
Staci M.Z. et. al. conducted a research on the resilience in children and youth in the united state in 2012. The
study reviews the definition of the resilience, advancement in resilience researches, protective factors, models of
resilience, models and issues and the resilience interventions. The study shows that the resilience refers to
achieving positive outcomes despite the challenging circumstances. The study also showed that individuals
facing problems were able to handle by making sensible choices and also taking the advantages of the
opportunities. Resilience was measured by using the checklist, scales and interviews. Resilience provide

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conceptual model to understand how the children and youth overcome adversity.
Ahmad R. M. et. al. (2011) conducted a research in Malaysia. They examined the effectiveness of using graphic
animation course wise and checked on it the student cognitive and spatial visual abilities. The research sample
was 138 semesters of the students with experimental and control group. Quasi experimental with (2 * 2) factorial
design was used for collection of data. Descriptive statistics and independent sample t test were used for analysis
of data. The findings of the research show that students had significant differences in achievement with cognitive
styles. As compare to experimental group control group performs better.
This was the study of Reza G.A. (2010) conducted in Tehran. The research paper investigates the relationship of
resilience with personality, decision and cognitive style. The sample of the research was 130 management
students of Tehran. They were selected randomly between the age group of 20 – 25. The data was collected
through questionnaire. All variables have developed inventory questionnaire. Descriptive statistics, correlation
and regression were used for analysis. The findings of the study explain that systematic and intuitive style of
cognitive inventory had positive relationship with resilience and behavioral decision style had negative
relationship with resilience. Systematic cognitive style had significant influence on resilience and resilience
implication in business word enhances the resilience of management students.
Fulya C. O. et. al. (2010) conducted a research in Turkey. The purpose of their investigation was carrier decision
making of the high school students according their parenting style. The sample of the study was 382 Turkish
high school students aged 14 – 18. In which 200 females and 182 were males. Parenting decision making style
questionnaire was used for collection of data. One way ANOVA was used for data analysis. The results of the
study explained that the students of literate and authoritarian parents were found more deceive as compare to
neglect parents. So it finds out that the parenting effect the children carrier decision making styles.
This research was conducted by Gerald and Ivan (2010). It was the research study of USA to investigate the
resilience to depressive symptoms and effects on cognition style due to life events. To examine this they select a
sample of 128 under graduate’s students of University of Notre Dame. 4 week longitudinal design methodology
was used for collection to test the interaction between cognitive style (positive or negative) and positive or
negative life events. Actual life events, Back depression inventory and Cognitive style questionnaire used for this
purpose. Data analyzed by standard deviation, mean, correlation, regression analysis and graphs. The results of
study interpret that cognitively vulnerable individuals were buffered from the depressive effects of stress if they
also possessed an enhancing cognitive style or experienced high numbers of positive life events. Individuals with
low levels of negative cognitive style and life stress, but high levels of enhancing cognitive style or positive life
events were the most resilient to depressive symptoms.
The study conducted by Yao Z. on the decision making style in china in 2008. It investigates the decision making
style of the Chinese collage students online apparel shoppers and to study the relationship between the decision
making characteristics and the online apparel shopping behavior and consumption. A questionnaire was used as a
data collection method. The data was collected from the students at five universities from the different cities of
china. The results proved that students spent more time for online pre-purchase decision making activities. Most
of them spent time looking for different apparel products and evaluating them but do not order the selected
product. It also showed that only the Chinese students who are the brand conscious and loyalty conscious spent
money for the online purchase of products. The SPSS 14 was used for descriptive analysis, correlation testing
and t-test.
Leele S. J. et. al. conducted research on decision style inventory on Deans of Malaysia to check their managerial
style. It’s said that decision making reflects the leadership. So four categories of decision making style
behavioral, analytical, directive and conceptual are used in questionnaire to check the decision making style and
its effect on leadership of deans and their performance. Questionnaire of Decision Making Styles Inventory
(DMSI) developed by Rowe and Boulgarides (1992) was used to collection of data. Descriptive statistics were
used to analyze the data. The findings of the study explain that majority of the deans adopted at least the very
dominant or dominant decision making style. Deans reflect their decision making style with little difficulty to
handle the situation.
Eunjoo O. and Doohun L. (2005) conducted a research in USA to investigate the student’s cognitive style with
their demographic variables and towards online education and learning behaviors in online learning environment.
The selected sample of the research was 104 students of spring semester 2003 of University of Tennessee who
were enrolled in different online courses. The data of research was online collected. An independent t test,
ANOVA and chi square were used for analyzed the data. The findings of the research state that student’s

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cognitive styles were not significantly correlated with student’s online learning, their demographic patterns and
learning outcomes towards online learning instructions.
Cheryl L. et. al. (2005) examines the cross cultural differences in consumer decision making styles in Singapore
and Australia. The purpose of the study to compare the decision making style of the Singaporean consumers and
Australians consumers. Research sample of the paper was consumers of both cities. Data is collected by using
online five likert scale questionnaire. Arithmetic Mean, correlation and ANOVA was used to analyze the data.
The findings of the study state that majority of the respondents were females consumers in both countries and
consumer decision styles were changed due to change in culture. Most differences occur due to brand
consciousness, innovativeness and confused by over choice in both countries.
Prof. Sudharani. et. al. conducted a study on decision making styles of consumers in malls in India. The study
investigates the decision making styles of Indian shoppers in shopping malls and to study the variation in these
styles across the different demographic variables. They selected the sample size of 128 active mall shoppers.
They used the structured questionnaire for identifying the consumer decision making style. They identified the
six decisions making styles including the price consciousness, quality consciousness, novelty consciousness,
recreational, confused by over choice and variety seeking. The findings shows that the Indians shoppers are not
the brand conscious, single consumer is more prices conscious then the married consumer and shopping is funny
activity for them.
Another study conducted by the Oddgeir F. et. al. on resilience in relation to the personality and intelligence in
Norway in 2005. The study included 482 applicants to the military collage. The instruments used include the
resilience scale for adults, for measuring personality- the big five and the social intelligence scale for collection
of data. SPSS was used to perform the standard descriptive, reliability and for correlation analysis as well as for
exploratory factor analysis. The findings show that resilience factors are positively correlated with the adjusted
personality profile. RSA personal strength was strongly associated with the 5PFs-emotional stability, RSAsocial competence with extroversion, agreeableness as well as social skill. It also finds that RSA was unrelated
with the cognitive abilities.
Another study conducted by the Abdulrahman .A on the managerial decision style of Florida’s state university in
2003. It investigate the decision making style which is the main factor for the success of organization. The main
purpose of this study is to explore the managerial decision making style of managers and the relationship
between different decision making styles. A questionnaire was used for collecting the descriptive data. The study
improves our understanding of library managers and their management. The study showed that the decision
making is influenced by the age, education level, and gender and organization type. The study showed that
majority of the managers think by using the right side of the brain rather than the left side.
Nancy R.A. conducted a research on the resiliency in adolescent collage students in 1996 at the University of
Central Florida. Resilience is considered of great importance and id dynamic, developmental in nature and
interactive with environment. A connivance sampling method was used for the data collection and the
questionnaire was used for this. Descriptive statistics, correlation, multiple regression and path analysis was used
for this study to test the results. The finding was necessary for the health care providers to optimize the resilience
and reduces the stress.
Ghodeswar B. M. conducted a research in India. They investigated the seven consumer decision making style of
the Indian engineers under graduate students. They selected 72 students for collection of data. The age of all
students were ranged between 21 to 25 years. Sproles and Kendall (1986) Questionnaire was used for collection
of data. Questionnaire consists on 39 items and factor analysis used for analysis of data. From the seven styles
two of them value of money and price consciousness were not confirmed in the finding.specific cost of each
resource or to help minimise the aggregate cost of production.
5.1 Resilience about youth
In resilient theories according to child-development experts, we all are born with no concept of "self." We
construct a self-image first of our bodies, its capacities and limitations through experimentation and then of our
essential nature. Resilient individual must show positive outcomes across multiple aspects of life over a period of
time (Cicchetti &Rogosch, 1997).Resilient youth are expected to have basic skills inner and outer both. Internal
and external skills contribute to the protective factors that keep people with adversity thriving well and towards a
life filled with safe risks. Inner components (intrinsic) or self leadership skills include empathy, caring, equity
and social justice, safety, restraint and resistance skills (setting boundaries), planning and decision making (goal
setting, problem solving and creativity), self efficacy, self esteem, acceptance, cultural awareness and spirituality.

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On the other hand, outer components (extrinsic) or relationship, community and social skills include caring
family, family communications, family support, high-expectation parents (not expecting perfection but
excellence), achievement, family role models, school engagement, parental involvement with school, high
expectations school, bonding to school, school boundaries, achievement, caring neighborhood, neighborhood
boundaries, community values, adult relationships, positive peer relationships and positive peer influence (Reza
G. A. 2010).
6. Research Methodology
6.1 Variables
6.1.2 Independent Variables
• Decision Making
• Cognitive Style
6.1.3 Dependent Variable
• Resilience
6.1.2.1 Decision Making
Decision-making is one of the most important elements in any field of life. Decisions are taken on the basis of
experience, observation of the situation, experimentation, intuition and on analysis of the research. Everyone
take decision on the basis of his abilities. Some take decisions quickly and some take much time. Good decision
making make things easy and bad decision making make situations worse. It refers to the way in which an
individual perceive and comprehend stimuli and how he choose to respond, pragmatically either through
directive, analytical, conceptual or behavioral (Reza G. A. 2010). According to Rowe and Mason (1987),
decision style is primarily a cognitive process that combines the mental activities of perception, information
processing or cognition, making a judgment, and coming to closure of the problem.
6.1.2.2 Cognitive Style
Cognitive styles describe how the individual acquires knowledge (cognition) and processes information
(conceptualization). Cognitive styles are related to mental behaviors which individuals when they solving the
problems. Cognitive style historically has referred to a psychological dimension representing consistencies in an
individual’s manner of cognitive functioning, particularly with respect to acquiring and processing information
(Ausburn & Ausburn, 1978). It refers to the characteristics ways in which an individual conceptually organizes
the environment and adapting to either systematic or intuitive approach (Reza G. A., 2010).
6.1.3.1 Resilience
The root word for resilience is resile, which means to bounce back or rebound after being stressed (Moore J.,
2013). It refers to an individual’s ability to cope with adversity. Outcomes are successful or not is determined by
the presence (and balance) of both risk factors and protective factors over time (Reza G. A., 2010). Resilience
involves a dynamic process involving an interaction between both risk and protective processes, internal and
external to the individual that can modify the effects of an adverse life event (Rutter, 1985).
In resilience the risk factors is defined as Risk factors are those characteristics thought to present a group of
people, usually children, with a higher probability of an undesirable outcome (Masten, 1994).
A protective factor generally describes the circumstances that moderate the effects of risks and enhance
adaptation (Masten, 1994). Researchers explained that protective factors – both internal and external – may
buffer, intercept, or even prevent risk Werner, 1982).
6.2 Hypothesis
H1 = Decision Making and Cognitive Style of students have some relationship with Resilience.
H2 = There is impact of Decision Making and Cognitive Style of students on their Resilience.
6.3 Population and Sample
This research is conducted on the students of university of Gujrat and by using convenient sampling technique
the selected sample was the 152 students from different departments of university. All of the students belong to
age group 20 – 25.
6.4 Tools of Data Collection Method
6.4.1 Resilience Inventory

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The questionnaire used for data collection of resilience was developed by Gail M. Wagnild & Heather M. Young
(1987). The inventory had 25 questions on 7 likert scale. The Cronbach Alpha of the inventory is 78.8%. It
means the inventory is 78.8% reliable for the research.
Table 1: Reliability Statistics of Resilience Inventory
Cronbach's Alpha

No of Items

.788

25

6.4.2 Decision Making Inventory (DSI)
Decision style inventory is used for collection of data about decision making style. It was developed by Rowe
and Mason in 1987. Its calculated Cronbach Alpha was 90% face validity and 70% retested reliability. It
measures four styles of decisions (Directive, Analytical, Conceptual, and Behavioral) and each decision contains
20 questions.
Table 2: Style Reactions of Decision Style Inventory
Basic

Under

Motivated

Solves Problems
by:

Manner of
Thinking

Style

Stress

By:

Directive

Explodes

Power and Status

Rules and
Policies

Focused

Analytical

Follows Rules

Challenge

Analysis and
Insight

Logical

Conceptual

Is Erratic

Recognition

Intuition and
Judgment

Creative

Behavioral

Avoids

Acceptance

Feeling and
Instinct

Emotional

Rowe and Boulgarides(1992).
The table 2 explains the description about each decision style of Decision Style Inventory (DSI). It explains the
reactions of each decision under different circumstances.
6.4.2
Cognitive Style Inventory (CSI)
Lorna P. M. developed the Cognitive style inventory. This inventory used for collection of data. The inventory
contains two cognitive styles (Systematic and Intuitive). The inventory consists of 40 statements. There are 20
questions about Systematic Cognitive Style and 20 about Intuitive Cognitive Style on 5 likert scale. The
Cronbach Alpha of the questionnaire is 84%.
Table 3: Reliability Statistics of Cognitive Style Inventory
Cronbach's Alpha

No. of Items

.841

40

Table 4: Style Reactions of Cognitive Style Inventory
Basic Style

Description

Manner
Thinking

Systematic

Convergent Thinker

Intuitive

Divergent Thinker

of

Solve problems by

Non
pattern

verbal

Logical

Step by Step Approach

Creates an endless
list

Abstract

Concentrate on ideas and
feelings

Very
approach

visual

The table 4 explains the descriptions about Systematic Cognitive Style Inventory and Intuitive Cognitive Style
Inventory. It explains their style reactions for problem solving and the manner of thinking.
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7. Analysis of Research Study
The data of research study is analyzed by using Descriptive Statistics, Frequency Tables, Correlation and
Regression Analysis by using SPSS 16.
Table 5: Descriptive Statistics
Variables

Mean

Standard Error

Standard Deviation

Resilience

4.926316

0.064032

0.320162336

Directive

3.757238

0.099561

0.445249157

Analytical

3.978947

0.124114

0.555056712

Conceptual

3.898684

0.123286

0.551353857

Behavioral

3.447679

0.132318

0.591745

Intuitive

3.32731

0.030416

0.136022824

Systematic

3.370395

0.03725

0.166587484

Table 5 shows some statistical calculations of the data. Arithmetic mean and standard deviation are calculated for
resilience, decision making style and cognitive style. Mean score of resilience and decision style except
behavioral decision making style is fall in high category as compare to cognitive style.
Table 6: Sex of students from all departments of UOG
Sex

Frequency

Percent

Male

57

37.5

Female

95

62.5

Total

152

100.0

The sex of all respondents is explained in table 6. Total 152 students were selected as respondents; consist of 57
male and 95 female students.
Table7: Student Departments of UOG
Departments

Frequency

Percent

Management

62

40.8

Chemistry

14

9.2

Psychology

14

9.2

Engineering

17

11.2

Physics

7

4.6

Information Technology

8

5.3

Economics

2

1.3

Mathematics & Statistics

8

5.3

Mass Communication & Media

5

3.3

Medical

15

9.9

Total

152

100.0

Table 7 shows that students from 10 different departments contributed for data collection. Majority of the
students (41%) are from management, Remaining students are from Chemistry, Psychology, economics,
Engineering, Physics, Information Technology, Mathematics & Statistics, Mass Communication & Media and
medical department.

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Table 8: Correlation
Resilience

Directive

Resilience

-.096
.044

.031

Behavioral

Intuitive

Systematic

1

Analytical

Conceptual

1

Directive

Analytical

Conceptual
Behavioral
Intuitive
Systematic
**
*

1

-.616
-.489

.090
.010

**
**

-.206*
-.529

**

1
.114

.445

**

-.076

.088

.164

.544

**

-.126

.101

1
*

.154

-.029

1

.020

.752**

1

. Correlation is significant at the 0.01 level (2 tailed).

. Correlation is significant at the 0.05 level (2 tailed).

Table 8 shows the correlation between students Resilience, Decision making and Cognitive style. Resilience has
strong positive relationship with intuitive style (44.5%) and systematic style (54.4%). Decision making
dimensions has no relation with resilience. It means this predictor creates no effect on their bounced back ability.
The research hypothesis (H1) partially proves here. Only Systematic and Intuitive Cognitive style have strongly
positive relationship with resilience. It proves here that all students using evaluate approach, solve their problems
by proper planning and according to their past experiences and intuitions. It means “Resilient students have good
problem-solving skills” (Reza G. A., 2010). According to Lazarus and Folkman (1984), problem solving skills
are one of the most significant coping strategies when confronted with stress.
Table 9: Regression
Coefficients
Model

Unstandardized Coefficients

Standardized
Coefficients

T value

Sig.

Sig.

B

Std. Error

Beta

(Constant)

87.720

35.813

2.449

.016

.000a

Directive

-.113

.141

-.101

-.801

.424

Analytical

-.085

.143

-.061

-.598

.551

Conceptual

-.089

.149

-.065

-.596

.552

Behavioral

-.081

.132

-.071

-.614

.540

Intuitive

.149

.182

.087

.819

.414

Systematic

.799

.175

.484

4.554

.000

R
R

.550
2

Adjusted R Square

.303
.274

a. Dependent Variable: Resilience
The regression analysis revealed in table 9. It explains the influence of decision making and cognitive style on
resilience among UOG students. The result indicates that cumulatively 30.3% variations occur in resilience due
to Decision making and cognitive style. R is .550 between the predictor and dependent variable. The t value of
model is above 2 which show that both coefficients of the predictors are significant for the research model.
Therefore higher the t-value, the greater the confidence we have in the coefficients as predictors (Dr. Bashir,
2011). The t statistics of research is 2.449. The .000 p value shows that there is linear relationship between
dependent and independent variables. Only systematic cognitive style has positive influence on resilience.
Because p < 0.05. Intuitive cognitive style and all dimensions of decision making style have no influence on

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resilience
Levels of Resilience
Very low

Low

Mod. Low

Mod. high

High

Very high

50-100

101 - 115

116 – 130

131 – 145

145 – 160

160 – 175

M. Wagnild & Heather M. Young (1987).
Table 10: Resilience of students from all departments of UOG
Student Departments

Very
low

Low

Mod. Low

Mod.
High

High

Very High

Total Students

Management

7

10

23

15

7

-

62

Chemistry

3

-

7

4

1

-

14

Psychology

3

4

1

5

1

-

14

Engineering

2

4

6

5

-

-

17

Physics

1

1

2

3

-

7

Information
Technology

1

-

2

2

3

-

8

Economics

-

2

-

-

-

-

2

&

3

1

3

-

-

1

8

Mass Communication
& Media

-

2

2

1

1

-

6

Medical

1

1

2

10

-

1

15

Mathematics
Statistics

Table 10 explains the resilience of 152 students from 10 departments of UOG (University of Gujrat) and
management department show the highest ratio of contribution. Its 15 students fall in moderate high range and 7
in high range. But 22 students have low level of resilience. 15 students from medical department were present in
research study and its 10 students show the moderate high resilience. Students from rest of the departments
usually fall in moderate low range of resilience. The result concludes that majority of high resilient students are
from medical and management departments which indicates that they are being taught in their courses and
trained in way to bounce back from difficulties and the reason behind it also the nature of the courses offered to
these two departments.
Decision Style Intensity Levels
Style

Least preferred

Back-up

Dominant

Very dominant

Directive

Below 68

68 to82

83 to 90

Over 90

Analytic

Below 83

83 to 97

98 to 104

Over 104

Conceptual

Below 73

73 to 87

88 to 94

Over 94

Behavioral

Below 48

48 to 62

63 to 70

Over 70

Decision Style Intensity Levels (Rowe & Boulgarides 1992)

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Table 11: Directive Style of Students of all departments of UOG
No of Students
Student Departments

Least Preferred

Back up

Dominant

Very Dominant

Total Students

Management

22

24

7

9

62

Chemistry

5

3

3

3

14

Psychology

6

5

1

2

14

Engineering

4

8

2

3

17

Physics

-

3

3

1

7


3

2

1

2

8

Economics

-

1

1

-

2


3

1

1

3

8

3

2

-

-

5

7

4

1

3

15

Mass Communication
Media

&

Medical

Student’s directive decision style reactions are shown in table 11. Mostly students agree with the option of least
preferred. Few of them fall in dominant or very dominant category. It means that they don’t follow the
characteristics of directive decision style which mentioned above in table 2.
Table 12: Analytical Style of Students from all departments of UOG
No. of Students
Students Departments

Least Preferred

Back up

Dominant

Very Dominant

Total Students

Management

41

16

3

2

62

Chemistry

9

3

1

1

14

Psychology

10

2

2

-

14

Engineering

7

6

2

2

17

Physics

6

1

-

-

7


4

4

-

-

8

Economics

1

-

-

1

2


2

4

2

-

8

Mass Communication &
Media

4

1

-

-

5

Medical

13

2

-

-

15

Table 12 interprets the analytical style reactions of the UOG students. Students don’t adopt the analytical style
for their decision making. From 62 students of management 41 lie in least preferred and only 2 in dominant. It
clears that respondents of this research don’t possess characteristics of analytical decision style that mention
above in table 2.

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Table 13: Conceptual Style of Students from all departments of UOG
No. of Students
Student Departments

Least Preferred

Back up

Dominant

Very Dominant

Total Students

Management

21

23

9

9

62

Chemistry

4

6

2

2

14

Psychology

4

6

3

1

14

Engineering

7

6

1

3

17

Physics

3

3

1

-

7


3

4

1

-

8

Economics

2

-

-

-

2


3

3

2

-

8

Media

2

2

1

-

5

Medical

4

5

4

2

15

According to table 2 the conceptual style of students which shows that students are motivated by recognition and
take decisions on the basis of thinking and intuition. The table 13 shows that management students used
conceptual style for motivation and judgment. Out of 62 students 9 students fall in dominant and 9 in very
dominant category.
Table 14: Behavioral Style of Students from all departments of UOG
No. of Students

Least Preferred

Back up

Dominant

Very Dominant

Total Students

Management

3

17

13

29

62

Chemistry

1

6

1

6

14

Psychology

-

2

4

8

14

Engineering

3

9

1

4

17

Physics

1

2

2

2

7


1

1

3

3

8

Economics

1

-

-

1

2


2

2

-

4

8

Media

-

-

-

5

5

Medical

2

1

-

12

15

Table 14 interprets the behavioral decision style of students. It shows that students from different departments
mostly use behavioral decision style. As explain in table 2, according to this style people motivated by
acceptance of their work and solve problems by their feelings and interest. They prefer emotions in thinking
styles. Majority students of management, chemistry, mass communication and medical are behavioral decision
maker.

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Cognitive Style Intensity Levels
Style

Low

Medium Low

Medium High

High

Intuitive

Below 60

61 – 70

71 – 80

Above 80

Systematic

Below 60

61 – 70

71 – 80

Above 80

Table 15: Intuitive Style of Students from all departments of UOG
No. of Students

Low

Medium Low

Medium High

High

Total Students

Management

21

20

18

3

62

Chemistry

3

4

7

-

14

Psychology

6

6

2

-

14

Engineering

4

5

5

3

17

Physics

-

6

1

-

7


1

4

2

1

8

Economics

-

1

-

1

2


3

2

1

2

8


-

3

2

-

5

Medical

4

4

3

4

15

Table 15 shows the students intensity level about cognitive intuitive style. It’s shown in table that 18
management students lie in medium high range and 3 in high range. Chemistry, Engineering and medical
students half lie in low range but half lie in high range. It concludes here students take their decisions according
to cognitive systematic style. According to Loran P Martin the intuitive cognitive style people usually have
career positions of marketing manager, advertising agent, therapist and graphic artist.
Table 15: Systematic Style of Students from all departments of UOG
No. of Students

Low

Medium Low

Medium High

High

Total Students

Management

25

15

14

8

62

Chemistry

4

4

4

2

14

Psychology

5

5

3

1

14

Engineering

3

7

5

2

17

Physics

3

4

-

-

7


1

2

4

1

8

Economics

-

1

-

1

2


4

1

1

2

8


1

2

2

-

5

Medical

3

6

5

1

15

Table 15 explains the student’s intensity level of systematic cognitive style. It’s shown in above table that
management, engineering and information technology students take decisions according to systematic style.
Results of this research are in favor of Loran P Martin that the students of systematic cognitive style have
projected carrier positions of engineering, system analyst, computer programmer, production manager,
accountant, purchasing agent, personal specialist and public administer.

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It’s hypothesized that decision making and cognitive styles of students have some relationship with Resilience.
It’s partly proves here according to table 8 that resilience have strongly positive relationship with both
dimensions systematic (54.4%) and intuitive (44.5%) of cognitive style by supporting the previous study of
(Reza G. A., 2010). Decision making dimensions has no relation with resilience.
The second hypothesis of the research is impact of decision making and cognitive style of students on their
Resilience. According to table 9 of regression analysis only cognitive style has positively influence on resilience.
Due to increase in cognitive style resilience increases. But again the hypothesis partly proves here in favor of
(Reza G. A., 2010).
8. Findings
This study of impact of decision styles and cognitive styles on resilience of students from different departments
of UOG (University of Gujrat) consist of following findings:
•
•
•
•
•
•
•
•
•

The majority of respondents of this research are females, i.e. 95 students are female where as 57 are
male.
Data collected from 10 different departments of UOG and the highest ratio of contribution (62 students)
is from management department.
Systematic cognitive style and intuitive cognitive style has strong positive relationship with resilience
54.4% and 44.5% respectively.
Resilience has only influence of cognitive intuitive style. Decision making dimensions (directive,
analytical, conceptual and behavioral) don’t create any influence on resilience.
Students usually posses characteristics of systematic and intuitive cognitive style.
Majority of students fall in least preferred category of directive, analytical and conceptual. But
management, chemistry, mass communication & media and medical students are behavioral decision
maker.
Management and medical students are more resilient students from 10 departments. Engineering and
Information technology students are fall in low moderate range but rest of the departments is included
in low resilient category.
Management, medical, engineering and chemistry student’s posse’s intuitive cognitive style and these
qualities of people usually have carrier positions of marketing manager, advertising agent, therapist and
graphic artist.
Management, engineering and information technology students take decisions according to systematic
style and they have projected carrier positions of engineering, production manager, system analyst,
accountant, computer programmer purchasing agent, personal specialist and public administer.

9. Conclusion
Better Results of academic life is the most decisive factor as far as the success of a student is concerned. The
Results in turn is dependent on the student’s mental level and ability to cope with failures. In an age of highly
dynamic and competitive world, students are exposed to all kinds of stressors that can affect them on all realms
of life. The findings of the study suggest that cognitive styles are playing a decisive role in influencing resilience.
The present study also insists that management and medical students who possess logical thinking better
resilience abilities then other students. Ironically the students who were inclined more on emotions and feelings
had displayed lesser resilience. Management and medical students had shown step by step approach in solving
problems and then make overall plan that would enable them display better resilience. On the other hand some
students from other departments had displayed unpredictable approach in handling analytical problems; this
would certainly act as a pulling factor in resilience. Finally, those students who follow behavioral-decision
making style had proven to have low resilience skills.
10. Recommendation
On the basis of our findings we recommend following:
•
•
•

Resilience level in students should be high because it makes them ambitious and ability to bounce back.
Students can measure their resilience, analyze their decision and cognitive style and can take steps to
grow and develop academically and professionally as well.
Children and young people who are best equipped to overcome adversities will have: strong social
support networks; a committed mentor or person from outside the family; a range of extra-curricular
activities that promote the learning of competencies and emotional maturity; the capacity to reframe

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adversities so that the beneficial as well as the damaging effects are recognized (Newman and
Blackburn, 2002).
• Resilience developed in children at the age of their childhood. When they don’t get caring, supportive
environment and proper time from their parents, their ability to bounce back diminishes. Care and
peaceful environment is more beneficial for high resilience.
• The quality of care for young people develops a positive sense of identity, including their self
knowledge, self-esteem and self-efficacy, may also promote their resilience (Mike Stein, 2005).
• Following are characteristics that highly resilient students develop:
I.
Positive peer and adult interactions
II.
Low degrees of defensiveness and aggressiveness and high degrees of cooperation, participation, and
emotional stability (teachers' ratings)
III.
A positive sense of self
IV.
A sense of personal power rather than powerlessness
V.
An internal locus of control (a belief that they are capable of exercising a degree of control over their
environment)
• Parents need to take care of their children because resilient children also tend to have parents who are
concerned with their children's education, who participate in that education, who direct their children's
everyday tasks, and who are aware of their children's interests and goals.
• Provide mentors for students who are facing high-risk situations to reduce risk exposure (Linda F. W.,
1995).
• Higher education institutions should develop structures and programs that expose students to
undergraduate research, provide professional work experience, and establish faculty and student
networks in academic disciplines (Linda F. W., 1995)
• Encourage student development of long term goals and plans through rewards and incentives within the
school and community.
Acknowledgement
First of all, we are thankful to ALLAH for this achievement.
Our respected supervisor Dr. Taqadus Bashir is the ideal research supervisor. Her sage advice, insightful
criticisms, and patient encouragement aided the working of this research in innumerable ways.
We would also thankful to our families whose steadfast support of this project was greatly needed and deeply
appreciated and students of University of Gujrat who were very cooperative as respondents of this research.
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