PSYCHOLOGICAL DETERMINANTS OF DEVELOPING PARTICIPATORY DECISION-MAKING COMPETENCE AMONG UNIVERSITY STUDENTS
DOI:
https://doi.org/10.5281/zenodo.21331978Keywords:
participatory decision-making; psychological determinants; university students; self-efficacy; psychological safety; emotional intelligence; student competenceAbstract
Participatory management is increasingly regarded as a core competence of modern higher education, yet the psychological foundations that allow students to participate meaningfully in collective decision-making remain underexamined. This paper presents a theoretical and analytical review of recent scholarship on the psychological determinants of participatory decision-making competence among university students. Drawing on a narrative synthesis of peer-reviewed studies published mainly between 2020 and 2026, it identifies self-efficacy, intrinsic motivation, psychological safety, emotional intelligence, critical and reflective thinking, trust and collaboration, and personal responsibility as interrelated determinants shaping students' willingness and capacity to engage in shared decision-making. The discussion links these determinants to academic governance, classroom decision-making, teamwork, and student self-government. The paper concludes that participatory competence cannot be cultivated through administrative directives alone; it requires educational environments that actively support autonomy, dialogue, trust, and reflection, and it offers practical recommendations for universities seeking to strengthen students' participatory capacities.
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