ABSTRACTCognitive development was examined in relation to the amount of time students would deliberate before making a decision, the effect of perceived emotional stress on decision making, and identification of all possible decisions that would have to be made. Subjects were 94 eighth‐11th grade students in New Mexico and Montana. Results indicated abstract thinkers had a better decision‐making process than concrete thinkers and made more health promoting decisions. Health educators are challenged to create educational strategies that enhance abstract development and teach classic steps of decision‐making, thus improving the decision‐making ability o
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